S. 

PRINCETON,    N.    J. 

fhhi 

Bv  1520  .M36  1871 

Mccook,  Henry  C.  1837-isii. 

Sbject  and  outline  teaching 

Shelf... , 


OBJECT 


AND 


OUTLINE    TEACHING 


GUIDE   BOOK 


SUNDAY-SCHOOL   WORKERS. 


DESIGNED  TO  EXPLAIN,   DEFEND,  AND   EXEMPLIFY  THE  USE  OP 

OBJECTS,  THE  BLACKBOARD,  MAPS,  AND  PICTURES 

IN  SUNDAY-SCHOOL  TEACHING. 


BY 

Rev.  H.  C.  McCOOK. 

PASTOR    SEVENTH    PRESBYTERIAN    CHURCH,    PENN    SQUARE,    PHILADELPHIA. 


ST.   LOUIS: 

J.   W.    McINTYRE. 

No.  4  South  Fifth  Street. 
1871. 


Entered  according  to  the  Act  of  Congress,  in  the  year  1870,  by 

J.  W.  McINTYRE,  St.  Louis,  Mo., 

in  the  Office  of  the  Librarian  of  Congress,  at  Washington. 


ELECTROTYPED    BY 

CROSBIE    8l    ARMSTRONG, 

PHILADELPHIA. 


TABLE  OF  CONTENTS. 


VISIBLE    ILLUSTRATION. 
CHAPTER  I. 

ABUSES    OF    THE    SYSTEM. 

Sympathy  with  opposers  of  visible  illustration— not  the  sine 
qua  nan— Quackery  of  art  in  books— a  blurred  vision  of 
the  Saviour— keep  the  crayon  from  "  holy  ground"— im- 
proper themes  for  chalking— Danger  of  love  of  sensational 
serviCe— the  remedy — teachers'  aim— Simplifying  too 
much 1_7 

CHAPTER  II. 

NOMENCLATURE. 

Visible  Illustration  denned— Object  Teaching  defined— Out- 
line Teaching  defined— Classification 8-18 

CHAPTER  III. 

VISIBLE    ILLUSTRATION    PHILOSOPHICAL. 

Reasons  for  the  defence  of  the  system— The  principle  upon 
which  it  is  based— children  getting  and  fixing  ideas  by 
association— abstract  qualities  and  familiar  comparisons 
—a  cherry  and  a  bee  at  Eye-gate— the  fable  and  anec- 
dote 10-16 

CHAPTER  IV. 

UTILITY   OF   VISIBLE    ILLUSTRATION. 

Illustration  secures  attention  by  making  attractive— God's 
use  of  beauty— dressing  spiritual  food— illustrations  as 


iy  CONTENTS. 

skirmishers— familiar  ones  best — Visible  illustration  more 
direct  than  oral — Economizer  of*  time — of  resources — of 
natural  powers — Secures  understanding  of  truth  by  making 
plain — illustration  of  the  Atonement — written  statements 
plainest — advantages  in  teaching  history— essential  in  ge- 
ography— Relieves  imagination— Secures  retention  of  truth 
— makes  familiar  objects  vehicles  for  truth — Perpetuates 
teachings — glorifies  truths  by  ascociating  with  the  past...  16-29 

CHAPTER  Y. 

OBJECT  TEACHING  OF  DIVINE  ORIGIN  AND  AUTHORITY. 

The  Lord  instructs  Jeremiah — the  Potter's  Vessel — the  pro- 
phet bidden  teach  by  object — the  Broken  Bottle — the  Two 
Baskets  of  Figs — the  Marred  Girdle — Other  examples  from 
teachings  of  our  Lord  Jesus 29-35 


PART   II. 


OBJECT    TEACHING. 
CHAPTER  VI. 

PRACTICAL     HINTS. 

Difference  between  object  teaching  of  Secular  and  of  Sun- 
day-schools— same  principles  of  action  obtain  in  both — 
Invention  of  Themes — from  God's  world— the  Bible  chiefly 
— an  example:  the  Plucked  Brand — paper  slips  in  the 
companion  Bible— Selection — Auxiliaries — Manipulation 
of  the  object — Deportment  of  teacher — Purpose — Direc- 
tion of  thought— Development  of  the  subject— Protection 
of  the  subject — mirthfulness  utilized  and  restrained — 
harmless  ripples  of  mirth— malapropos  answers  utilized 
— slop-bells — the  love-letter— Rules — stop! — Application — 
Dr.  Beecher's  rule — The  Nantucket  whaleman's  criticism 
—Souls  for  Christ! « 35-58 


CONTENTS.  v 

CHAPTER  VII. 

EXAMPLE    LESSONS. 

50-150 

See  Index  of  Lessons 

BLACKBOARD    TEACHING. 

CHAPTER  VIII. 

OBJECTIONS   CONSIDERED. 

iKS  objeetors-the  Divine  modeof  teaching 
—the  whole  includes  the  parts 

CHAPTER  IX. 

PRACTICAL    HINTS. 

What  to  attempt— Outlines  Subordinate— lugging  in  the 
Hckboa^-learning  use  of  tools-Materials ,  Needed- 
Style ^of  Blackboard-portable  boards  generally  imprac- 
ticable-but  possible-Dr.  Wyeth's  paten  -Blackboard 
Accompai^nLts-  chalk-laying  on  ^^fg-168 
slates 

CHAPTER  X. 

PRACTICAL   EXERCISES. 

169-429 

See  Index  of  Lessons 

MAP    TEACHING. 
CHAPTER  XL 


VI  CONTENTS. 

for  making— Locating  the  places— Color  signs— Time  for 
Map  Lessons— Class  Maps— The  Belief  Map— The  final 
aim 273-280 

CHAPTEE  XII. 

BLACKBOARD   MAPPING. 

Triangulation  of  Palestine— Eelative  Distances — Examples 
of  Map  Teaching 280-302 

PICTURE    TEACHING. 
CHAPTER  XIII. 

PEACTICAL   HINTS. 

The  Dutch  Tiles — The  Independent's  Picture  Sermon— Pic- 
tures and  early  education — Under-currents— Neutralizing 
effects  of  unclean  Prints — Picture  Teaching  in  the  home — 
Place  and  time  for  picture  teaching— Infant  Schools — 
Screening  the  picture — Exposing  it — Supply  of  pictures — 
List  of  English  prints — renting  them — Parlor  Pictures  in 
Sunday-school — Supply  for  class  use — the  Book-slate — 
Picture  Teaching  at  Home  once  more — A  Blackboard  for 
the  Nursery ! — Putting  on  chalk — Management  of  the  ; 
Picture — Mastering  details — How  not  to  do  it — How  to 
do  it — David  and  Goliath — Information  at  the  foundation 
— Purchasing  pictures — faithfulness  to  the  historical  ac- 
cessories— sympathetic  vs.  accurate  artists — a  Germanized 
Moses — Illustrating  Bible  stories — Imparting  the  simple 
contents  of  Scripture — less  moralizing  of  teachers,  more 
facts  of  the  Holy  Ghost! — Eead  the  Scripture  version 
always 303-336 

CHAPTER  XIY. 

EXERCISES   IN   PICTURE   TEACHING. 
See  Index  of  Lessons 339-429 


INDEX  OF  CONTRIBUTORS. 


Genu  E.  Anson  Moke,   Object  Lesson 128 

R.G.Pardee,  Head        "     185,216 

Alex.G.Tyng,  Head        "    186 

E.  D.Jones,  Acrostic    "     W5.204 

W.  S.  Sutton,  Acrostic    "     2n>  2i9 

John  H.  Watt,  Acrostic    "     213,214 

91 7 

Rev.  Geo.  A.  Peltz,         Motto  

Ralph  Wells,  Motto;  Chart 218,  238 

Rev.  G.  C.  Lorimer,         Chart  and  Acrostic 240 

Capt.  W.  H.  Hayden,      Chart  Lesson 245,  248 

™      .        «  268 

H.  M.  Blosson,  Chart  

_,.  ,  n  .... 343 

Rev.  Jno.  F.  Bolton,      Picture  

•  °548 
Rev.  H.Bonar,  D.  D.       Picture  

Rev.  Alered  Taylor,     Verse        "     219>  223 

yii 


INDEX  OF  ILLUSTRATIONS. 


PAGE 

The  Plucked  Brand 59 

The  Siege  of  Mansoul 153 

The  Soul's  Morning  Star 253 

The  Tree  of  Life 259 

The  Solar  Spectrum 263 

The  Column^  of  Christian  Character 265 

The  Keystone  of  the  Arch 270 

Triangulation  of  Palestine 282 

Nazareth  and  Vicinity 286 

St.  Paul's  Midnight  Escape 293 

St.  Paul's  Missionary  Journeys 297 

The  Two  Fruit  Trees 337 

The  Light-House 343 

The  Palm-tree  Christian 349 

Christ  our  Stronghold 355 

"The  Covert  of  Thy  Wings" 359 

Gone  Astray 369 

"  A  Little  Child  shall  Lead  Them" 373 

Our  Earthly  Tabernacle 377 

The  Refuge  of  Souls 383 

The  Resurrection  and  the  Life 385 

Icthus-The  Holy  Fishes 389 

Christ,  the  Alpha  and  Omega 391 

The  Prisoner  of  Sin 395 

Bethesda— The  House  of  Mercy 398 

The  Little  Foxes 403 

The  Red  Flag 407 

Consider  the  Ravens 411 

Light  or  Lightning 416 

One  Thing  Needful 419 

Dives  and  Lazarus 424 

Cleansing  the  Temple 42-8 


TO  MY  FELLOW-WORKERS. 


It  would,  perhaps,  be  an  abuse  of  the  term,  to  eall  tins  vol- 
ume a  Text-Book.  And  yet,  in  prepariug  it,  I  have  kept  in 
mymind  the  intention  that  it  should  serve  the  .purpose*  of  a  text- 
book I  have  not  sought  to  furnish  Sabbath-sehool  workers 
with  a  collection  of  lessons  and  addresses  which  may  be  conve- 
niently adapted  to  their  own  use,  but  have  rather  sought  to  lay 
before  them  such  principles,  practical  hints,  aud  exercises,  as 
shall  qualify  them  to  invent  readily,  and  present  suceessfulhj  lessons 
and  illustrations,  and  addresses  of  their  own. 

This  purpose  compelled  an  attempt  at  something  like  a  sys- 
tem The  notions  and  practices  of  Sabbath-school  people  as  to 
Visible  Illustration,  are  exceedingly  various  and  confused.  I 
am  not  so  ambitious  as  to  claim  that  I  have  reduced  these  loose 
elements  to  a  science;  but  I  hope  I  have  diverted  the  current 
ideas  somewhat  in  that  direction,  and  have  left  the  who  e  sub- 
ject in  better  shape  for  a  complete  scientific  arrangement  here- 
after.  I  have,  however,  endeavored  to  clothe  the  skeleton  of 
my  system  with  so  much  of  flesh,  and  to  breathe  into  it  so  much 
of  common  life  as  to  free  it  from  the  ordinary  style  of  text- 
books, and  thus  adapt  it  to  the  more  popular  uses  or  which 
it  is  designed.    In  short,  I  have  wished  to  meet  the  peeu- 


X  INTRODUCTION. 

liar  wants  of  Sabbath-school  workers,  whose  business  is  a  min- 
gling of  the  professional  and  the  popular. 

I  am  satisfied  that  there  is  a  science  of  no  ordinary  importance 
lying  somewhere  within  the  materials  which  may  be  said  gen- 
erally to  belong  to  Visible  Illustration.  And  my  view  of  the 
importance  of  the  Sunday-school  work  is  such,  that  I  believe 
that  not  only  this  phase  of  that  work,  but  every  other  phase,  is 
worthy  to  be  put  before  the  public,  and  to  be  dealt  with  by  all 
intelligent  Christians,  in  a  thorough  and  scientific  manner. 

The  several  "  Manuals"  which  have  done  such  excellent  work 
in  behalf  of  Sunday-schools,  and  which  have  still  a  wide  and,  I 
hope,  growing  field  of  usefulness,  cannot  now  wholly  satisfy  the 
wants  of  our  workers.  Books  which  shall  take  up  the  depart 
ments  of  Sabbath-school  labor  separately,  and  treat  them  exhaus- 
tively, we  must  also  have.  Our  "  Manuals"  have  helped,  and 
are  helping  to  create  this  demand.  Institutes,  Conventions,  and 
Sabbath-school  Journals  are  stimulating  this  demand.  I  have 
some  hope  that  this  book  will  meet  with  so  much  success  as  to 
stimulate  both  demand  and  supply,  by  encouraging  the  publica- 
tion of  other  works  devoted  exclusively  to  single  departments 
of  Sunday-school  education. 

Since  the  following  pages  were  first  placed  in  a  publisher's 
hands,  there  have  been  some  changes  in  the  views  of  Sunday- 
school  educators  as  to  the  methods  of  visible  illustration.  I  have 
modified  the  text  accordingly,  and  suppose  that  the  views  here 
expressed,  and  the  illustrations  given,  will,  in  the  main,  be 
accepted  as  fairly  representing  the  present  stage  of  the  "  science" 
So  far  as  I  can  judge,  the  utility  of  object  and  outline  teaching, 


INTRODUCTION.  XI 

is  now  questioned  by  none  of  the  best  thinkers  and  workers. 
For  myself,  were  I  to  express  my  present  views,  upon  object 
teaching  particularly,  I  would  so  far  change  the  text  as  to  widen 
rather  than  contract  the  legitimate  use  of  objects  in  Sabbath- 
school.  (See  p.  38.)  I  should  not  hesitate  to  make  the  object 
something  more  than  a  symbol.  I  would  bring  to  the  infant 
class  any  natural  object  that  would  enable  me,  by  simply  repre- 
senting its  wonderful  structure,  to  show  forth  the  wonderful 
works  of  the  Divine  Worker.  This  view  is  not  indeed 
excluded  from  the  definitions  referred  to,  but  it  is  not  made 
prominent,  and  it  is  scarcely  represented  at  all  in  the  practical 
exercises.  The  book  is,  however,  in  these  particulars,  true  to 
the  convictions  of  the  greater  number  of  my  brother  workers. 

The  Picture  Lessons  at  the  end  of  the  volume,  I  had,  at 
first,  classified.  But,  on  second  thought,  I  concluded  that  the 
classification  had  better  be  omitted.  The  various  kinds  of  pic- 
tures in  use,  are,  however,  represented  in  the  practical  exercises 
given,  each  by  one  or  two  examples.  A  large  number  of  simpler 
pictures  might  have  been  given  at  the  expense  of  the  more 
elaborate  outlines  ;  but  the  purpose  being  to  furnish  examples  of 
all  kinds  for  study,  not  lessons  for  copying,  it  was  not  practicable 
to  present  a  large  number  of  simple  outlines  without  unduly 
multiplying  the  wood  cuts. 

Of  the  Example  Lessons  here  given,  it  is  but  fair  to  say 
that  they  are  presented  for  the  most  part  in  mere  skeleton,  pur- 
posely. I  have  thought  them  better  adapted  to  the  purposes  of 
the  teacher  in  that  form,  even  though — and  indeed  for  that 
reason,  also — they  require  some  study  in  order  to  get  the  points 
which   are   made.     I  here  return  my  cordial  thanks  to  those 


xii  INTRODUCTION. 

brethren  who  have  responded  to  my  requests  for  contributions 
in  the  practical  examples,  as  well  as  to  those  whose  exercises  I 
have  taken  the  liberty  to  use  without  consultation. 

All  the  exercises  not  credited  to  others,  are  original  with  the 
author  ;  a  remark  which  is  made  necessary  by  the  fact  that  some' 
of  them  have  already  been  reported  and  printed,  as  used  by  me 
in  Children's  Sermons  and  in  Sabbath-school  Conventions.  I 
have  seen  them  floating  through  the  papers  with  no  credit,  and 
at  least  one  of  them  copied  into  a  religious  paper  published  in 
my  own  city,  and  credited  to  an  "  English  Journal"  So  that 
those  who  have  also  seen  these  exercises,  will  not  be  hasty  in 
judging  them  in  their  present  form  to  be  purloined. 

The  Manuscript  of  this  work  was  written  in  St.  Louis,  as 
will  appear  from  several  local  references,  which,  although  my 
residence  has  since  been  changed,  have  been  left  unaltered. 

The  Question  is  often  asked  :  Do  you  not  think  that  these 
visible  methods  require  attention  to  a  kind  of  work  that  tends 
to  be-little  the  high  office  of  the  minister  ?  Isn't  it  a  sort  of  let- 
ting down,  to  be  manipulating  objects,  and  fuming  over  black- 
boards, maps,  and  pictures?"  NO  ! !  Any  method  that  really 
helps  to  lift  up  the  smallest  child  into  a  clearer  knowledge  of 
Him,  whom  to  know  is  life  eternal,  is  worthy  profoundest 
thought  and  most  earnest  application  by  the  most  exalted  of 
God's  saints.  And  therefore  I  send  forth  this  book,  with  the 
conviction  that  the  labor  which  has  been  bestowed  upon  it,  has 
been  directed  to  a  noble  end,  as  I  am  sure  it  has  been  animated 
by  a  sincere  purpose  to  promote  the  spiritual  instruction  of  the 
children,  and  thus  to  honor  the  Divine  Master,  who  was  himself 
"  a  Teacher  of  babes." 


JOLOGIGiL 


■ 


OBJECT  AND  OUTLINE  TEACHING. 


CHAPTER  I. 

ABUSES    OF    THE    SYSTEM. 


I  CONFESS  some  sympathy  with  the  people 
who  oppose  visible  illustration  of  Bible 
truths  and  facts.  Not  because  I  fear  its  proper 
use,  but  because  I  see  how  readily  it  may  be 
abused,  and  how  great  are  the  evils  of  its  abuse. 
I  know  that  some  of  the  earliest  and  wisest  ad- 
vocates of  the  system  have  had  the  liveliest  fears 
lest  a  good  work  might  be  marred  by  the  inex- 
perience or  indiscreet  zeal  of  friends.  The  time 
was  when  the  advocates  of  visible  illustration 
had  to  bear  the  good-humored  sallies  of  their 
brother  workers  concerning  "innovations  and 
new-fangled  methods,  and  secular  and  profane 
ways  of  work."     But  lately  there  has  been  such 

a  rush  after  model  object  and  blackboard  lessons, 

(i) 


A  ABUSES    OF    THE    SYSTEM. 

that  the  veterans  have  been  nearly  overwhelmed. 
Indeed,  some  unreasonable  people  have  pro- 
claimed this  way  of  teaching  as  the  sine  qua  non 
of  "  live"  teaching,  whatever  that  may  be ;  and 
other  unreasonable  persons  have  made  such 
gross  caricatures  of  it  that  the  taste,  sense,  and 
religion  of  all  good  people  have  been  offended, 
and  discreet  friends  of  the  system  have  been 
chagrined  and  alarmed.  Thus  the  absolute  need 
of  instructing  teachers  in  the  right  use  of  visible 
illustration  has  been  made  more  plain. 

It  is  well  to  look  at  the  fact  that  there  are 
dangers  in  the  use  of  these  methods,  which  are 
exaggerated  by  that  very  quality  of  impressive- 
ness  which  makes  them  of  value.  True,  this  is 
not  peculiar  to  Sunday-school  exercises.  Some 
of  the  representations  of  our  popular  prints  and 
books  are  simply  abominable.  The  Holy  Bible, 
instead  of  being  exempt  from  this  quackery  of 
art,  has  fared  worse  at  the  hands  of  certain  pub- 
lishers than  any  other  volume,  Fox's  Martyrs 
not  excepted.  And  thus  a  great  wrong  has  been 
thoughtlessly  done.  The  uncomely  ghosts  of 
murdered  portraitures  have  been  domiciled  in  the 


ABUSES   OF    THE    SYSTEM.  6 

minds  of  children,  and  left  to  haunt  them  with 
their  horrid  shapes. 

Not  long  ago,  the  pastor  of  one  of  the  largest 
and  most  active  churches  of  an  eastern  city  de- 
scribed to  me  a  painful  experience.  In  the  old 
home  Bible  was  a  wretched  print  of  the  cruci- 
fixion, the  chief  feature  of  which  was  a  copious 
use  of  glaring  red  paint,  representing  blood.  That 
print  made  such  an  impression  upon  his  young 
mind  that  to  this  day  he  has  never  been  able  to 
rid  himself  of  it.  Even  in  his  prayers,  the  dis- 
torted caricature  rises  before  him  and  blurs  his 
visions  of  the  eternal  Saviour. 

1.  This  is  not  a  peculiar  case.  The  impressions 
made  by  pictures  upon  the  minds  of  all  children 
are  very  vivid.  It  is  the  duty  of  every  teacher 
to  see  that  no  pictures  are  associated  with  his 
religious  teachings  of  such  a  character  as  shall 
make  those  impressions  a  deformity.  The  dan- 
ger here  is  not  so  much  in  the  ill  execution,  but 
in  the  venture  upon  subjects  to  which  no  skill, 
much  less  the  rudest,  should  approach.  Let  the 
teacher  beware  of  verging  upon  "holy  ground" 
with  his  crayon !     There  are  themes  from  which 


4  ABUSES   OF    THE    SYSTEM. 

even  the  master's  pencil  should  reverently  swerve. 
Nature  gives  wide  enough  scope  for  the  proudest 
genius  and  the  profoundest  art.  Let  nature's 
God  be  sacred  from  chisel  and  brush.  A  cross  is 
well  enough;  but  a  crucifixion  scene  I  have 
always  shrunk  from.  The  face  of  saints  is  a 
worthy  subject  of  art ;  but  the  "  Veronica"  is  not 
for  mortal  hand  to  trace  or  mortal  eyes  to  scan. 
It  may  be  that  these  words  are  not  needed ;  but 
they  can  do  no  harm,  and  may  help  to  make 
teachers  more  thoughtful  of  the  legitimate  sub- 
jects of  their  visible  illustrations. 

2.  Another  danger  to  be  guarded  against  is, 
that  the  children  may  be  led  to  such  a  relish  for 
a  sensational  style  of  religious  service  as  shall 
pave  the  way  in  their  minds  for  Ritualism  or 
Romanism.  This  danger  is,  indeed,  to  be  appre- 
hended in  all  formal  worship ;  but  the  tendency 
is  more  decided  in  the  case  of  children's  services 
into  which  visible  illustration  is  introduced. 

The  remedy  lies  in  this :  that  the  teacher  keep 
before  his  mind  the  single  aim  of  his  office,  which 
is  to  make  truth  plain.  If  he  keep  this  in  view 
first  and  chiefly,  and  use  all  methods  of  illustra- 


ABUSES   OF    THE    SYSTEM.  b 

tion  simply  as  helps  and  when  helpful,  he  will 
not  likely  go  astray.  But  if  he  find  himself 
striving  after  effect  alone;  seeking  chiefly  to 
invent  and  utter  a  beautiful  or  impressive  exer- 
cise ;  if  he  perceive  that  himself  or  his  scholars 
will  turn  from  exercises  not  so  seasoned,  let  him 
stop  and  consider;  if  need  be  to  check  the  evil, 
let  him  banish  his  board  and  his  objects,  his  pic- 
tures and  his  maps!  But  a  holy  fervor  that 
seeks  to  glorify  the  Master  in  saving  and  sancti- 
fying the  children  through  the  truth  of  Gody  will 
hardly  stray  into  this  form  of  ritualism. 

I  might,  indeed,  take  other  ground,  and  assert 
that  the  tendency  to  ritualism  is  developed  by, 
and  manifests  itself  in,  an  undue  exalting  of  the 
old  and  fixed  rather  than  of  the  new  and  chang- 
ing. It  will  be  difficult  to  trace  the  process  of 
thought  by  which  exercises,  that  present  the  ever- 
varying  features  which  mark  visible  methods  of 
instruction,  should  swing  the  mind  into  the  em- 
brace of  a  ritual  if  not  as  old,  at  least  as  fixed, 
as  the  hills.  Nor  should  it  be  here  forgotten 
that  our  system  applies    simply  to  the  strictly 

Didactic,  not  to  the  Devotional,  part  of  the  chil- 

l* 


6  ABUSES    OF    THE    SYSTEM. 

dren's  service.  A  distinction  which  is  very  im- 
portant, and  which  should  never  for  a  moment 
be  lost  sight  of.  The  use  of  visible  objects  or 
images  in  the  direct  worship,  in  the  adoration,  of 
the  Invisible  God  is  contrary  to  the  whole  spirit 
and  letter  of  the  Scriptures.  But  that  such  aids 
are  allowable  to  the  Teacher  for  the  illustration 
of  Divine  truths,  I  shall  show  in  a  subsequent 
chapter.  It  will  be  sufficient  here  to  point  out 
the  broad  difference  between  the  Act  and,  of  con- 
sequence, the  Principles  which  control  and  which 
determine  the  lawfulness  of  the  Act  of  one  who, 
in  prayer  or  praise,  leads  the  Devotions  of  souls 
in  their  approach  to  God,  and  the  Act  of  one  who 
leads  their  minds  into  truths  which  shall  per- 
suade them  to  a  life  of  prayer  and  praise. 

3.  Perhaps  I  might  also  add  the  danger  of 
striving  after  too  much  simplicity  as  one  incident 
to  the  modes  of  visible  illustration.  A  Sunday- 
school  friend  has  remarked  that  the  age  has  a 
tendency  to  "  run  to  eyes  and  ears."  By  which 
he  means  that  Reading  and  Hearing  are  far  more 
common  than  Thinking.  It  surely  is  not  wise 
to  keep  the  reflective  faculties  unexercised.     And 


ABUSES    OF    THE    SYSTEM.  7 

the  teacher  who  has  failed  to  awaken  thought, 
no  matter  how  well  he  has  simplified  his  lesson, 
has  failed  to  accomplish  the  best  results.  He 
will  best  succeed  as  an  object  teacher  who  not 
only  imparts  the  results  of  his  thoughts,  but  the 
process,  also.  He  should  aim  to  lead  the  mind, 
not  to  carry  it;  and  thus  a  robust  style  of  re- 
ligious thought  will  be  produced.  The  child 
needs  the  helping  hand ;  but  it  enjoys  walking 
alone,  and  profits  by  it.  An  object,  rightly  used, 
is  really  most  helpful  to  the  teacher  as  strictly 
an  Educator — a  "drawer-out"  of  thought.  And 
when  thus  used, — to  suggest  rather  than  define ; 
to  direct  rather  than  guide  "to  the  desired 
haven," — it  will  be  free  from  the  danger  here 
mentioned. 


NOMENCLATIVE. 


CHAPTER  II. 

NOMENCLATURE. 

~YTISIBLE  ILLUSTRATION,  as  the  term  is 
*  used  among  Sunday-school  workers,  is  the 
process  of  making  truth  plain  by  means  of  some 
visible  symbol  or  representation.  It  aims  to  sim- 
plify thought  by  clothing  it  in  figures  of  sight, 
rather  than  in  figures  of  speech.  It  seeks  after 
the  heart  through  the  eyes  as  well  as  through 
the  ears. 

The  distinction,  Visible  Illustration,  is  con- 
venient; although  the  word  illustration  itself 
very  properly  expresses  the  idea  of  making  plain 
by  means  of  pictures,  drawings,  and  other  visible 
objects.  Indeed,  "  an  illustration"  has  come  to 
be  a  synonym  for  "a  picture;"  and  no  publisher 
scruples  to  write  upon  the  title-page  of  a  book  of 
travels,  "  illustrated  by  maps."  Thus  the  popular 
judgment  declares  through  the  common  tongue 


NOMENCLATURE.  9 

the  very  principle  upon  which  is  urged  the  pic- 
ture, map,  and  blackboard  teaching  of  our  Sun- 
day-schools, viz.,  that  visible  illustrations  are 
helpful  in  making  verbal  descriptions  plain. 

The  subject  of  which  I  write  is  so  frequently 
before  the  public  in  both  its  philosophy  and  its 
practice,  that  there  is  much  need  that  Sunday- 
school  workers  should  agree  upon  some  con- 
venient nomenclature.  I  give  my  own  ar- 
rangement as  an  aid  to  some  final  agreement  in 

terms. 

Strictly  speaking,  there  are  but  two  methods 
of  visible  illustration-OBJECT  Teaching  and 
Outline  Teaching. 

The  former  term  is  popularly  used  to  designate 
the  entire  process  of  Visible  Illustration.  This  is 
not  improper;  but,  for  the  sake  of  convenience, 
I  have  preferred  to  limit  the  term  Object  Teach- 
ing to  that  form  of  teaching  which  presents  to 
the  eye  some  familiar  object  (as  a  tell,  a  book,  a 
candle),  by  means  of  certain  qualities  of  which 
the  truth  meant  to  be  taught  is  illustrated. 

By  Outline   Teaching,  I  mean  that  process 
which  illustrates  truth  by  means  of  the  outlines  or 


10  NOMENCLATURE. 

forms  of  objects  and  incidents  represented  upon 
blackboard,  canvas,  or  paper.  This  method  in- 
cludes three  general  divisions :  Blackboard  Teach- 
ing, Picture  Teaching,  and  Map  Teaching.  The 
last  two  are,  indeed,  fairly  embraced  in  the  first 
division;  for,  as  we  shall  see,  the  blackboard 
affords  ample  and,  I  might  say,  sufficient  facility 
for  map  and  picture  teaching.  But  in  accord 
with  the  actual  fact  of  Sunday-school  experi- 
ence, I  have  placed  these  two  among  the  number 
of  principal  methods.  I  have,  however,  arranged 
all  the  practical  exercises  with  reference  to  the 
blackboard  alone. 

The  following  gives,  in  a  connected  view,  the 
classification  which  I  will  adhere  to  in  the  fol- 
lowing pages : — 


NOMENCLATURE.  H 

VISIBLE  ILLUSTRATION. 

I. 
OBJECT    TEACHING. 

II. 
OUTLINE   TEACHING. 

i. 

FIRST    DIVISION. 
BLACKBOARD  TEACHING. 

Class  1.  Text  Lesson.     Class  6.  Yerse  Lesson. 
"     2.  Head  Lesson.        "     7.  Chart  Lesson. 
"     3.  Letter  Lesson.       "     8.  Diagram  Lesson. 
"     4.  Acrostic  Lesson.    "     9.  Map  Lesson. 
"     5.  Motto  Lesson.       "  10.  Picture  Lesson. 

ii. 
second  division. 

MAP  TEACHING. 

1.  Blackboard  Maps.  2.  Wall  Maps. 

3.  Class  Maps. 

in. 

THIRD    DIVISION, 
PICTURE   TEACHING. 

1.  Chalk  Pictures.      2.  Slate  Pictures. 
3.  Prints. 


12         VISIBLE   ILLUSTRATION   PHILOSOPHICAL. 


CHAPTER  III. 

VISIBLE    ILLUSTRATION    PHILOSOPHICAL. 

TF  this  mode  of  teaching  were  well  established 
-*-  in  the  practice,  or  even  in  the  approval,  of 
Sunday-school  workers,  it  would  be  of  little  im- 
portance that  such  a  volume  as  this  should  con- 
tain any  thing  in  defence  of  it.  But  the  fact  is, 
the  greater  number  still  regard  it  as  an  unwar- 
ranted innovation ;  many  are  disposed  to  wish  it 
well  in  its  new  sphere  of  usefulness,  but  consider 
its  practicability  for  general  service  very  doubt- 
ful; many  look  complacently  upon  the  success 
with  which  a  few  others  have  carried  it  into 
their  schools,  but  do  not  think  the  matter  worth 
a  trial  on  their  part ;  while  others  are  in  doubt 
whether  or  not  such  methods  of  instruction  are 
entitled  to  a  place  in  the  Sunday-school,  and  seek 
for  further  light  to  make  their  own  convictions 
and  path  of  duty  plain.     Such  being  the  case. 


VISIBLE    ILLUSTRATION    PHILOSOPHICAL.         13 

it  seems  to  me  right  to  enter  briefly  into  the  in- 
quiry: Is  visible  illustration  a  fitting  help  in 
the  religious  instruction  of  our  youth  ? 

Let  us  go  at  once  to  the  principle  upon  which 
such  instruction  is  based,  viz.,  that  truths  asso- 
ciated with  familiar  objects  or  events  are  made 
plainer  to  tlte  mind,  and  are  held  longer  in  the 
memory.  This  is  the  bit  of  common-place  fact 
that  underlies  and  justifies  all  kinds  of  illustra- 
tion ;  or,  if  the  reader  is  disposed  to  dignify  it 
with  a  more  learned  term,  this  is  the  philosophy 
of  Illustration.  Let  us  follow  this  general  state- 
ment a  little,  and  see  upon  what  authority  it 
rests ;  and  what  claims  it  has  at  our  hands,  and 
to  what  extent,  for  a  practical  application. 

We  find  children  and  persons  in  the  simplest 
stages  of  civilization  very  largely  resorting  to  this 
method  of  fixing  and  communicating  ideas.  It  is 
a  fact,  which  will  at  once  occur  to  all,  that  among 
children  the  notions  of  abstract  qualities,  as  colors, 
size,  etc.,  are  almost  always  associated  with  some 
natural  and  familiar  object  by  comparison.  If 
one  will  listen  for  any  length  of  time  to  any  knot 
of  boys  or  girls,  he  will  perceive  to  what  length 


14         VISIBLE   ILLUSTRATION    PHILOSOPHICAL. 

this  is  carried.  Or  a  glance  over  the  following 
string  of  nursery  "  saws"  will  confirm  my  state- 
ment. I  hope  it  will  not  be  judged  that  I  might 
have  saved  the  dignity  of  the  text  by  introducing 
them  into  the  foot-notes.  For  one,  who  would 
discover  what  methods  are  best  adapted  to  train 
the  mind  of  a  child,  must  pursue  his  inquiries 
somewhat  on  the  plane  of  child-thought  and 
speech  and  character: — 

As  red  as  a  cherry,  as  brisk  as  a  bee, 
As  brown  as  a  berry,  as  tall  as  a  tree; 
As  sweet  as  a  pink,  as  bitter  as  gall, 
As  black  as  ink,  as  round  as  a  ball  ; 
As  big  as  an  ox,  as  high  as  a  kite, 
As  sly  as  a  fox,  as  dark  as  night ; 
As  swift  as  a  hare,  as  straight  as  a  die, 
As  cross  as  a  bear,  as  blue  as  the  sky ; 
He  runs  like  a  deer,  he  leaps  like  a  frog; 
He's  frothy  as  beer,  he's  as  dull  as  a  log. 

I  suppose  there  is  not  a  gray-haired  grandma 
in  the  land  who  will  not  recognize  these  similes 
as  current  in  her  childhood  days;  and  since,  in 
full  circulation  among  her  children  and  children's 
children.  They  are  the  result  of  a  felt  need  of 
the  child-mind.     The  quality  of  redness  is  a  very 


VISIBLE    ILLUSTRATION    PHILOSOPHICAL.         15 

intangible  thing  to  the  child's  mental  grasp ;  but 
the  blushing  crimson  of  a  plump  cherry  is  a  most 
substantial  and  comfortable  quality  to  his  eye. 
And  so  he  puts  his  mental  picture  into  a  frame 
of  cherry  pulp;  glazes  it  with  the  glossy  color 
which  has'  so  often  tempted  him ;  hangs  it  up  in 
his  mind,  and  thenceforth  has  a  definite  and 
available  notion  of  redness.  One  would  vainly 
attempt  to  get  the  quality  of  briskness  into  a 
child's  brain  through  Ear-gate,  as  dear  old  Bunyan 
hath  it.  But  bring  a  bee  up  to  Eye-gate  !  That 
busy  and  frisky  and  tireless  little  creature  whisk- 
ing from  bush  to  bush,  and  humming  over  every 
open  flower,  flies  straight  in,  and  carries  along 
with  it  the  idea, — briskness.  And  so  the  child 
climbs ;  putting  his  feet  upon  the  material  and 
known,  he  mounts,  step  by  step,  into  the  un- 
known and  spiritual.  In  helping  him  to  climb, 
we  shall  be  wise  if  we  give  him  the  use  of  his 
own  helpful  ladder,  which,  I  conceive,  they  who 
teach  by  objects  and  outlines  are  doing. 

I  add,  that  the  use  of  the  Fable  and  Anecdote, 
as  illustrating  truth,  has  approved  itself,  hi  every 
age,  as  a  mode  of  teaching  exactly  adapted,  } 


16         VISIBLE   ILLUSTRATION   PHILOSOPHICAL. 

might  truly  say  natural,  to  childhood  And  less 
cultured  adults.  The  principle  is  of  course  the 
same  as  above,  with  a  higher  application.  In 
these,  abstract  truths  are  associated  with  inci- 
dents, either  of  fact  or  fancy,  which  come  more 
easily  within  the  range  of  thought  than  the  truths 
themselves,  and  which  excite  and  impress  the 
mind  more  pleasantly  and  forcibly. 

Can  it  make  any  possible  difference  in  the  ap- 
plication of  this  principle  whether  we  address  the 
ear  or  the  eye,  or  both  ?  The  object  is  to  teach 
the  truth;  and  the  most  successful  method  is 
surely  the  most  worthy  to  be  used  by  a  careful 
and  conscientious  teacher.  So  that  the  soul  is 
reached  with  the  healthful  and  saving  influences 
of  Divine  Truth,  no  one  should  quarrel  with  the 
avenues  through  which  it  finds  its  way.  If  Eye- 
gate  is  the  straightest,  shortest,  surest,  and  safest 
way  to  Child-soul,  in  the  name  of  Common  Sense 
and  Keligion,  let  us  enter  through  it ! 


THE    UTILITY   OF    VISIBLE    ILLUSTRATION.        17 


CHAPTER  IV. 

THE   UTILITY  OF   VISIBLE   ILLUSTRATION. 

T  HAVE  stated  the  principle  which  underlies 
-*-  and  justifies  all  modes  of  Illustration,  and 
properly  claimed  its  application  to  the  methods 
appealing  to  the  eye.  I  proceed  further  to  show 
the  truth  of  the  general  statement,  and  to  apply 
the  argument  to  the  matter  under  special  con- 
sideration. 

1.  The  Illustration  of  Truth  secures  the  attention 
of  the  Scholar  by  making  it  attractive.  No  win- 
ner of  souls  can  afford,  nay,  can  dare  to  eschew 
the  advantage  of  proper  ornament.  Of  course, 
mere  tinsel  is  here  both  sin  and  shame.  But  the 
substance  of  truth  which  every  teacher  has  to 
impart  should  be  so  pleasantly  adorned  as  to 
secure  it  a  greeting.  God  has  given  us  a  good, 
solid  globe  to  live  upon ;  and  there  is  little  of  it 

that  does  not  find  a  part  in  supplying  the  com- 
B  2* 


18        THE   UTILITY  OF   VISIBLE   ILLUSTRATION. 

mon  wants  of  the  race.  Hills,  forests,  plains, 
rivers,  mountains,  doubtless  have  been  given 
with  reference,  in  the  main,  to  what  is  useful 
for  us.  Yet  the  Creator  has  laid  upon  all  a 
beauty  which  wrests  from  us  the  constant  and 
hearty  tribute  of  love  and  admiration !  In 
striving  to  be  a  workman  that  needeth  not  to  be 
ashamed,  the  teacher  may  learn  much  from  the 
Divine  Architect. 

To  be  sure,  what  he  has  to  bring  to  his  scholar 
is  nutritious  food  for  his  moral  nature;  some- 
thing that  shall  give  supply  for  a  hearty  spiritual 
growth.  But  it  is  just  as  true  in  supplying  food 
to  the  moral,  as  to  the  animal  nature,  that  very 
much  of  the  pleasure  and  good  to  be  gotten  from 
the  repast  depends  upon  the  manner  in  which  it 
is  prepared.  The  most  healthful  meats  may  be 
made  nauseous  and  harmful  by  unskilled  dress- 
ing. Sometimes  the  mo^al  appetite  of  children 
needs  to  be  tempted  to  desire  and  love  the  truth  ; 
and  we  shall  wisely  accept  the  methods  which 
present  truth  in  pleasant  form,  provided  attrac- 
tiveness be  not  secured  at  the  expense  of  truth 
or  taste.     The  teacher,  in  accomplishing  his  aim 


THE   UTILITY   OF   VISIBLE   ILLUSTRATION.        19 

to  win  the  young  soul  to  serve  God,  will  find  that 
the  order  of  his  effort  will  often  be,  first,  to  in- 
terest, then  to  instruct  and  to  impress. 

His  efforts  to  interest  will  be  to  the  more  sub- 
stantial parts  of  his  lesson  what,  among  soldiers, 
the    skirmishers    are  to   the    main    battle-line; 
they  go  before  to  feel  and  prepare  the  way  for 
weightier  movements.     An  apt  illustration  is  the 
most  efficient  means  for  such  a  service.     It  fixes 
every  eye ;  it  opens  every  ear ;  it  awakens  every 
mind ;  it  secures,  at  once,  what  the  teacher  first 
wants  and  must  have, — attention.     And  if  the 
object  or  illustration  be  one  gathered  from  the 
current  and  familiar  life  of  the  child,  it  will  be 
all  the  more  effective.     Children  are  always  in- 
terested in  things  that  they  know  something  of; 
a  "  twice-told  tale"  has  earned,  by  that  very  fact, 
its  right  to  rapt  attention  at  a  third  telling.     He 
who  can  bring  out  some  new  quality  in,  or  asso- 
ciate  some  fresh  truth  or  fact  with,  the   com- 
mon things  cf  their  daily  life,  may  command 
at  will  the  minds  and  hearts  of  little  folks.    Per- 
haps I  should  not  go  astray  in  saying  of  big  folks, 
too! 


20       THE   UTILITY  OF   VISIBLE   ILLUSTRATION. 

To  this  end,  there  are  these  additional  advan- 
tages in  visible  illustration  : — 

(1.)  It  is  more  direct  in  its  work.  Such  illus- 
tration as  reaches  the  mind  through  the  ear  very 
often  has  to  plod  its  way  through  the  indifferx 
ence  or  disorder  of  the  hearers,  patiently  awaiting 
the  point  at  which  the  interest  culminates,  and 
thus  attracts  attention.  The  reciting  of  anec- 
dote and  incident  takes  time,  precious  time,  which 
needs  to  be  saved  as  much  as  possible  for  the 
enforcing  of  solid  truth.  An  Object  in  the  hand, 
or  an  Outline  upon  the  board,  reaches  and  attracts 
the  mind  immediately.  Here  is  an  advantage 
which,  in  dealing  with  children,  who  are  naturally 
restless,  and  in  the  Sunday-school,  whose  influ- 
ences are  necessarily  confined  to  one  hour  and  a 
half  of  the  whole  week,  must  approve  itself  to 
every  diligent  worker. 

(2.)  But  the  method  of  visible  illustration  is 
also  a  great  economizer  of  the  teacher's  strength, 
capacity,  and  resources.  The  attractive  putting 
of  truth  is  a  hard  task.  Parables,  allegories, 
metaphors,  stories,  incidents,  are  by  no  means  so 
abundant  as  to  hinder  care  in  the  selection  and 


THE    UTILITY   OF    VISIBLE    ILLUSTRATION.        21 

use  of  such  as  are  appropriate  to  the  matter  in 
hand.  One  who  is  constantly  before  children 
exhausts  his  stock  of  such  material,  and  is  often 
much  troubled  to  replenish  it.  The  use  of  objects 
and  outlines  becomes  to  him,  in  such  straits,  a 
very  great  relief.  Figures  and  anecdotes  cease 
to  be  a  necessity ;  for  the  truth,  being  put  to  the 
eye,  has  very  much  less  need  to  appeal  to  the  ear. 
I  think  it  will  be  found  true  that  those  teachers 
who  have  largely  resorted  to  visible  illustration, 
have  gradually  dropped  the  use  of  "  stories,"  and 
have  composed  their  speech  almost  wholly  of 
the  plain  truths  of  the  Bible,  relying  upon  the 
appeal  to  the  eye  for  the  advantage  of  attraction, 
as  well  as  for  the  other  advantages  of  illustra- 
tion. I  am  quite  sure  that  such  is  my  own  ex- 
perience. I  am  conscious  of  relying  much  less 
than  formerly  upon  my  fund  of  story,  fable,  and 
metaphor,  and  of  making  my  talk,  in  far  greater  | 
degree,  simple  statements  of  Gospel  truths.  To 
those,  at  least,  who  complain  so  much,  sometimes 
very  justly,  and  sometimes  very  absurdly,  of  ex- 
cessive "story  telling"  to  children,  this  advan- 
tage will  have  great  weight. 


22       THE    UTILITY   OF   VISIBLE   ILLUSTRATION. 

(3.)  But  visible  illustration  is  also  a  great 
economy  of  one's  natural  powers,  and  a  great 
substitute  for  them  as  well.  It  is  not  every  one 
who  has  facility  at  reciting  interesting  matter  in 
an  attractive  way;  and  those  who  have  the 
ability  know  very  well  how  great  an  effort  is 
required  both  to  awaken  and  to  sustain  the 
interest.  As  will  appear  by  and  by,  I  hope,  it  is 
not  a  very  formidable  task  to  prepare  object  and 
outline  lessons;  and  even  in  that  there  is  the 
advantage  of  previous  arrangement  and  prepara- 
tion in  the  case  of  the  outline  lesson ;  and  in  the 
object  lesson,  of  a  dependence,  on  the  teacher's 
part,  upon  the  qualities  of  the  object  rather  than 
upon  his  own.  In  either  case,  and  this  is  an  ad- 
vantage of  exceeding  value,  the  centre  of  interest  is 
diverted  from  the  person  and  manner  of  the  teacher, 
and  is  fixed  upon  something  else  wholly  asso- 
ciated with  his  subject.  Thus  there  is  every 
thing  to  help  a  diffident  or  deficient  person.  He 
may  be  as  plain  in  his  utterance,  and  unattract- 
ive in  his  manner  as  he  please,  the  scholars  will 
not  notice  the  defect,  if  he  only  keep  his  truth 


THE    UTILITY   OF    VISIBLE    ILLUSTRATION.        23 

well  associated  with  the  object  upon  which  their 
eyes  are  fixed. 

2.  The  second  practical  advantage  by  which 
illustration  is  justified  is  that  it  secures  the  under- 
standing of  truth  by  making  it  plain.  It  associates 
the  abstract  with  the  material,  the  unknown 
with  the  well  known,  and  thus  carries  truth 
more  easily  within  the  range  of  child-thought. 
I  may  not  dwell  upon  this,  but  content  my- 
self with  a  single  example.  Theologians  and 
schoolmen  have  exhausted  the  vocabularies  of 
living  and  dead  languages  in  expounding  the 
nature,  necessity,  application,  and  extent  of  the 
Atonement.  Our  Lord  seized  upon  one  of  the 
most  familiar  and  interesting  facts  in  the  history 
of  the  Israelites ;  made  it  the  vehicle  of  what  he 
would  have  us  know  of  the  Atonement;  and 
thenceforth  it  has  come  rolling  down  the  ages 
freighted  with  the  news  of  salvation  made  plain 
to  the  simplest  understanding:  "And  as  Moses 
lifted  up  the  serpent  in  the  wilderness,  even  so 
must  the  Son  of  man  be  lifted  up  :  that  whosoever 
believeth  in  him  should  not  perish,  but  have 
eternal  life !"     It  would  be  impossible  to  improve 


24       THE   UTILITY  OF   VISIBLE    ILLUSTRATION. 

upon  this  exposition  of  that  fundamental  truth ;  it 
gives  a  better  view  of  it  than  all  the  ponderous 
tomes  of  all  the  doctors. 

This  is  the  general  principle ;  and  it  is  clearly 
applicable  to  visible  illustration.  For  it  is  a  fact, 
which  I  suppose  will  not  be  disputed  by  any  of 
my  readers,  that  the  impressions  which  come  to 
us  through  the  medium  of  the  eyes  are,  ordi- 
narily, much  more  distinct  and  reliable  than 
those  which  come  through  hearing.  To  most 
persons,  statements  seem  more  plain  when  writ- 
ten than  when  spoken.  And  this  is  much  more 
true  in  case  of  children  than  of  adults.  A  text 
written  upon  the  board,  and  explained,  will  be 
plainer  to  the  mind  than  if  recited  and  explained. 

There  is  an  especial  advantage  to  be  had  by 
addressing  the  eye,  when  the  historical  facts  of 
the  Bible  are  to  be  taught.  A  Picture  Lesson, 
in  which  the  characters  and  the  event  are  de- 
picted, presents  the  whole  story  with  a  vividness 
which  no  word-painting  could  attain.  A  teacher 
is  much  more  certain  to  be  understood  who  uses 
such  a  help  in  imparting  Bible  History. 

This  point  is,  perhaps,  most  fully  shown  in  the 


THE    UTILITY    OF    VISIBLE    ILLUSTRATION.        25 

case  of  Map  Teaching.  It  is  next  to  impossible, 
by  giving  a  verbal  description  of  a  land  or  place, 
no  matter  how  correctly  expressed,  to  convey 
the  true  idea  of  its  topography.  But  a  rough 
outline,  sketched  by  a  few  strokes  of  the  chalk 
upon  a  blackboard,  lays  the  whole  clearly  before 
the  mhid.  He  would  be  a  rash  man  who  should 
attempt  to  make  the  geography  of  the  sacred 
lands  plain  to  a  child  without  summoning  the 
aid  of  visible  illustration. 

And  this  is  also  true  in  no  small  degree  of 
Object  Lessons.  For  example,  if  I  wish  to  use 
as  a  lesson  the  Saviour's  metaphor  of  the  Lilies 
of  the  field,  the  presence  of  the  objects  themselves 
must  make  the  points  to  be  brought  out  so  much 
the  more  plain,  as  it  relieves  the  mind  from  the 
burden  of  imagining  the  facts  referred  to, — the 
Field  Lilies ;  and  gives  at  once  clearly  and  easily 
the  exact  feature — their  great  Beauty — which  is 
the  basis  of  the  illustration. 

Lack,  on  the  speaker's  part,  of  plainness  in 
expressing,  and,  on  the  hearer's  part,  lack  of 
imagination  in  conceiving  the  figures  in  which 
truth  may  be  clothed,  are  difficulties  in  the  way 


26        THE    UTILITY   OF    VISIBLE    ILLUSTRATION. 

of  the  teacher  not  wholly  removed  by  Object  and 
Outline  Teaching;  but  they  are  certainly  very 
much  lessened.  And  as  the  true  aim  of  any 
teacher  of  the  Law,  in  our  time  as  well  as  in 
Ezra's,  is  to  give  the  sense  and  cause  to  under- 
stand, no  one  need  hesitate  to  accept  such  efficient 
aids  as  the  various  methods  of  visible  illustration 
offer  him. 

3.  The  third  general  principle  justifying  illus- 
tration is  this  : — It  secures  the  retention  and  repe- 
tition of  truths  by  associating  them  with  the  scenes 
and  surroundings  of '  every -day  life. 

That  the  faculty  of  association  is  one  of  the 
most  potent  in  the  mind  to  awaken,  intensify,  or 
allay  human  passions,  both  good  and  ill,  needs 
no  illustration.  And  that  this  faculty  is  ad- 
dressed most  largely  through  the  eye,  is  a  truth 
likewise  so  well  known  as  to  justify  me  in  taking 
it  for  granted.  What  I  would  urge  is,  that  it  be 
utilized  for  the  teacher's  great  work.  By  right 
use  and  culture,  it  may  be  made,  in  every  child's 
mind,  a  most  faithful  and  abiding  monitor, — 
strengthening  in  virtue,  dissociating  from  vice, 
and  surrounding  the  soul  with  a  sweet  halo  of 


THE    UTILITY   OF    VISIBLE    ILLUSTRATION.        27 

whatsoever  things  are  pure  and  lovely  and  of 
good  report.  I  would  have  every  bush,  and  tree, 
and  stone,  and  shrub,  and  plant,  every  thing 
animate  and  inanimate,  which  shall  lie  along  the 
path  of  his  life,  to  be  associated  with  some  great 
truth.  Every  object  in  life,  even  the  most  trifling, 
may  be  made  to  call  up  lessons  of  good.  It  is 
not  a  poet's  fancy  simply,  but  an  admirable  and 
practical  fact,  worthy  of  every  teacher's  considera- 
tion, that  one  may 

" find  books  in  the  running  brooks, 


Sermons  in  stones,  and  good  in  every  thing." 

The  grass  in  the  meadow,  the  corn  in  the  field, 
the  flowers  of  prairie  and  woodland,  the  birds  of 
the  air,  the  herds  upon  the  hills,  the  cattle  upon 
the  plains ;  river,  rill,  brook,  pebble,  tree, — every 
familiar  object,  and  scene  and  sound,  may  be 
and  should  be  associated  with  some  healthful 
truth. 

Thus,  wherever  the  pupil  may  go,  he  recalls 
his  instructions  in  holy  things.  The  truth  is  so 
inwoven  with  his  every-day  experiences  and 
pleasures,  that  unconsciously  it  becomes  itself 
pleasant,  and   grows  to  be  ever  present.     The 


28        THE   UTILITY   OF   VISIBLE   ILLUSTRATION, 

truth  which  has  been  associated  with  some  ob- 
ject, will  be,  in  many  minds,  inseparably  con- 
nected with  that  object,  and  always  suggested 
by  it.  And  so  the  teacher  makes  Nature,  in  her 
thousand  varying  scenes  and  voices,  to  reproduce 
or  re-echo  the  instructions  of  the  class  and  school. 
The  influence  of  this  upon  the  young  mind  must 
be,  through  early  years,  most  salutary.  The 
teacher  may  not  follow  his  charge  through  the 
temptations  of  childhood ;  but  he  may  encompass 
that  soul  with  a  multitude  of  counsellors,  who, 
though  dumb  to  others,  will  speak  to  him  faith- 
ful lessons;  speak  them,  may-hap,  when  most 
needed  to  check  the  wooing  voice  of  sin ;  speak 
them  when  and  where  no  other  teacher  could 
come  to  give  the  word  in  season. 

And  when  we,  who  are  yoke-fellows  in  this 
blessed  work  of  giving  religious  training  to  the 
young,  shall  have  gone  to  our  reward,  and  our 
scholars  shall  have  reached  those  years  when  the 
scenes  of  childhood  are  enfolded  in  memory  with 
that  strange,  bright  halo  that  glorifies  the  past, 
we,  though  dead,  yet  shall  speak  to  them  with  a 
tejiderness  and  power  which  no  living  tongue  of 


THE    UTILITY  OF   VISIBLE   ILLUSTRATION.       29 

ours  ever  had.  When  the  scenes  of  boyhood  or 
girlhood  come  back  to  their  memory,  there  will 
come  with  them  those  lessons  of  holy  faith  and 
holy  living  with  which  a  thoughtful  hand  had 
linked  them.  In  those  years,  many  of  them 
shall  be  far-off  wanderers  from  early  scenes ;  and? 
alas!  many  far-off  wanderers  from  the  pious 
counsels  of  early  life.  And  as  often  as  shall 
come  to  them  an  object  known  and  loved  of  yore, 
and  associated  with  all  the  hallowed  and  melting 
recollections  of  youth,  then  shall  come  back  to 
them  the  lesson  with  which  once,  in  the  well- 
remembered  school-room,  a  well-remembered 
teacher,  before  a  well-remembered  knot  of  little 
comrades,  had  garnished  and  embalmed  it.  Yes, 
and  while  the  heart  is  solemn  and  tender  with 
the  recollection  of  the  past,  the  truth  shall  find 
way  through  the  open  and  softened  soil,  and  seed 
long  buried   shall    break  at  last  into  leaf  and 

bloom. 

3* 


30  EYE-TEACHING   OF    DIVINE    ORIGIN. 


CHAPTER  V. 

EYE-TEACHING   OF    DIVINE   ORIGIN   AND   AUTHORITY. 

T)UT  we  may  go  a  step  farther.  We  may 
-*^  take  the  very  highest  ground  as  to  the 
claims  of  Object  Teaching.  It  originated  in  the 
Divine  Mind ;  it  has  the  sanction  of  God  Himself 
in  its  use.  I  will  present  cases  concerning  which 
there  can  be  no  doubt.  The  first  one  shall  be 
the  object  lesson  which  we  may  call 

The  Potter's  Tessel. 

It  is  found  in  the  18th  of  Jeremiah: — "The 
word  which  came  to  Jeremiah  from  the  Lord,  say- 
ing, Arise,  and  go  down  to  the  potter's  house,  and 
there  I  will  cause  thee  to  hear  my  words.  Then 
I  went  down  to  the  potter's  house,  and  behold, 
he  wrought  a  work  on  the  wheels.  And  the 
vessel  that  he  made  of  clay  was  marred  in  the 
hand  of  the  potter :  so  he  made  it  again  another 


EYE-TEACHING   OF   DIVINE   ORIGIN.  31 

vessel,  as  seemed  good  to  the  potter  to  make  it. 
Then  the  word  of  the  Lord  came  to  me,  saying,  0 
house  of  Israel,  cannot  I  do  with  you  as  this 
potter  ?  saith  the  Lord.  Behold,  as  the  clay  is 
in  the  potter's  hand,  so  are  ye  in  mine  hand, 
0  house  of  Israel."  This  instance  is  plainly  in 
point,  as  it  shows  us  the  Divine  Teacher  instruct- 
ing his  prophet  by  means  of  objects. 

The  next  case,  quoted  from  the  following 
chapter  (Jer.  xix.  1,  2,  and  10,  11),  shows  that 
God  instructed  the  prophet  to  teach  others  by 
the  same  method.  We  will  call  this  object 
lesson 

The  Broken  Bottle. 

"  Thus  saith  the  Lord,  Go  and  get  a  potter  s 
earthen  bottle,  and  take  of  the  ancients  of  the 
people,  and  of  the  ancients  of  the  priests ;  and  go 
forth  unto  the  valley  of  the  son  of  Hinnom, 
which  is  by  the  entry  of  the  east  gate,  and  pro- 
claim there  the  words  that  I  shall  tell  thee.  *  *  * 
Then  shalt  thou  break  the  bottle  in  the  sight  of 
the  men  that  go  with  thee,  and  shalt  say  unto 
them,  Thus  saith  the  Lord  of  hosts;  Even  so  will 


32  EYE-TEACHING   OF   DIVINE   ORIGIN. 

I  break  this  people  and  this  city,  as  one  breaketh 
a  potter's   vessel,  that   cannot  be   made  whole 


I  quote  another  Bible  object  lesson  from  the 
same  book  (Jer.  xxiv.),  which,  as  in  the  first 
case,  is  meant  to  instruct  the  prophet. 

The  Two  Baskets  of  Figs. 

"  The  Lord  shewed  me,  and  behold,  two  baskets 
of  figs  were  set  before  the  temple  of  the  Lord. 
:•:  *  *  Qne  kasket  bad  very  good  figs,  even  like 
the  figs  that  are  first  ripe :  and  the  other  basket 
had  very  naughty  figs,  which  could  not  be  eaten, 
they  were  so  bad.  Then  said  the  Lord  unto  me, 
What  seest  thou,  Jeremiah  ?  And  I  said,  Figs ; 
the  good  figs,  very  good;  and  the  evil,  very  evil. 

*  *  *  Again  the  word  of  the  Lord  came  unto 
me,  saying,  Thus  saith  the  Lord,  the  God  of 
Israel ,  Like  these  good  figs,  so  will  I  acknowledge 
them  that  are  carried  away  captive  of  Judah.  *  *  * 
For  I  will  set  mine  eyes  upon  them  for  good, 

*  *  •*  and  I  will  give  them  an  heart  to  know  me, 
that  I  am  the  Lord.  *  *  *  And  as  the  evil  figs, 
which  cannot  be  eaten,  they  are  so  evil.    *  *  * 


EYE-TEACHING   OF  DIVINE   ORIGIN.  33 

So  will  I  give  Zedekiah  the  king  of  Judah,  and 
his  princes,  *  *  *  and  I  will  deliver  them  to  be 
removed,  *  *  *  to  be  a  reproach  and  a  proverb,  a 
taunt  and  a  curse." 

The  Marred  Girdle 

is  another  example  of  like  teaching  found  in  the 
loth  chapter  of  the  same  book.  The  substance 
of  the  lesson  is  as  follows: — At  the  bidding  of  the 
Lord,  Jeremiah  took  a  linen  girdle  and  put  it  upon 
his  loins.  At  a  second  command,  the  girdle  was 
hidden  in  a  hole  of  a  rock  upon  the  banks  of  the 
Euphrates.  A  third  command  came  to  him, 
after  many  days,  bidding  him  take  the  girdle 
from  its  hiding-place.  He  did  so,  "  and,  behold, 
the  girdle  was  marred;  it  was  profitable  for 
nothing."  The  lesson  thus  taught  is  this  : — As 
the  prophet  made  the  girdle  cleave  to  his  loins,  so 
God  had  caused  the  houses  of  Israel  and  Judah 
to  cleave  to  Him  for  a  name,  for  a  praise,  and  for 
a  glory.  But,  because  they  were  an  evil  people, 
refusing  to  hear  God's  words,  and  walking  after 
the  imagination  of  their  heart,  God  threatens  to 
put  them  away  from  Him,  a,nd  hide  His  face  from 


34  EYE-TEACHING   OF    DIVINE    ORIGIN. 

them;  and  thus,  separate  from  their  God,  they 
would  become  marred  and  good  for  nothing; 
beauty,  purity,  strength,  and  usefulness  entirely 
gone. 

The  lesson  of  the  "  Bonds  and  Yokes,"  in  Jer. 
xxvii.,  and  that  of  "  The  Divided  Hair,"  Ezekiel 
v.;  "The  Hidden  Stones,"  Jer.  xliii.  9;  "The 
Sunken  Book,"  Jer.  li.  63,  64;  "The  Painted 
Tile,"  Ezekiel  iv.  1,  2,  are  also  decided  instances 
of  object  teaching.  And  for  examples  of  like 
instruction,  where  the  objects  are  displayed  in 
vision,  the  reader  is  referred  to  the  familiar  cases : 
—"The  Dry  Bones,"  Ezekiel  xxxvii.;  "The 
Holy  Waters,"  Ezekiel  xlvii. ;  "The  Great 
Image,"  Daniel  ii. 

Our  Lord  Jesus  showed,  in  his  discourse,  the 
same  partiality  for  this  method  of  instruction. 
The  Lilies  in  the  fields ;  the  Birds  flying  above 
Him ;  the  Husbandman  scattering  Seed ;  the 
Fisherman  and  his  Net;  the  Yellow  Harvest- 
fields  ;  the  Water  of  Jacob's  Well ;  the  great 
Light  in  the  temple;  the  Temple  itself;  the 
Vine  that  grew  on  the  Slopes  of  the  Judasan 
hills;   a  Little  Child;   the  Tribute-Money;  the 


EYE-TEACHING   OF   DIVINE    ORIGIN.  30 

Bread  of  the  Paschal  Supper;  the  Wine  of  the 
Cup  of  blessing;  —  all  these  were  made  by  Hini 
the  emblems  and  the  vehicles  of  truths  that  shall 
live  and  be  known  and  loved  by  even  the  sim- 
plest of  understanding  as  long  as  men  shall  know 
and  love  flowers,  and  birds,  and  streams,  and 
plants ;  shall  yearn  over  "  the  wee  ones  toddlin' " 
through  their  homes ;  or  shall  weep  and  joy  at 
once  over  the  Broken  Body  and  shed  Blood  of 
the  Redeemer  of  souls. 

I  have  confined  myself  in  this  chapter  strictly 
to  such  Scriptural  examples  as,  in  my  judgment, 
may  be  fairly  classed  among  object  lessons  as 
these  are  explained  in  the  following  pages,  and 
are  in  common  use  among  Sunday-school  Avorkers. 
They  establish  beyond  challenge  the  position 
taken,  viz.,  that  Object  Teaching  has  the  sanction 
of  Divine  origin  and  use.  If  any  have  had  scru- 
ples as  to  the  propriety  of  such  "  new  and  secular 
methods,"  I  hope  these  may  be  thus  removed.  It 
is  surely  lawful  to  learn  somewhat  of  method  from 
the  master  Mind.  We  cannot  go  far  wrong  when 
honestly  shaping  our  teaching  after  the  manner 
of  Him  who  spake  as  never  man  spake. 


PART  SECOND 


OBJECT  TEACHING. 


CHAPTER  VI. 

PRACTICAL  HINTS. 


CHAPTER  VII. 

EXAMPLE  LESSONS. 


PRACTICAL   HINTS.  37 


OBJECT  TEACHING. 


CHAPTER  VI. 

PRACTICAL     HINTS. 

nnHERE  is  this  difference  between  the  Object 
-*-  Teaching  of  secular  and  that  of  Sunday 
schools.  In  the  former,  the  purpose  is  twofold, 
sometimes  threefold  :  —  First,  to  awaken  and 
stimulate  thought,  and  to  excite  and  strengthen 
the  habit  of  close  observing.  Second,  to  impart, 
in  a  pleasant  and  impressive  way,  knowledge  of 
the  qualities  of  natural  objects,  or  of  the  uses,  pro- 
cesses of  manufacture,  and  history  of  artificial 
objects.  A  third  design  is  the  incidental  one  of 
presenting  an  attractive  general  exercise,  to  en- 
courage promptness  and  regularity  of  attendance, 
to  relieve  the  tedium  of  school  hours  and  school 
work ;  and  to  elevate  school  and  school  duties  to 

a  place  in  the  pupil's  respect  and  affections. 

4 


38  PRACTICAL   HINTS. 

The  sole  purpose  of  Sunday-school  object  teach- 
ing is  to  illustrate  some  religious  truth  by  means 
of  certain  qualities  of  the  object.  The  first  named 
aim  of  the  secular  teacher  is  lawful  to  the  Sun- 
day-school teacher  when  directed  towards  religion 
or  morals.  The  second  aim  is  lawful  only  in  so 
far  as  a  knowledge  of  objects  bears  upon  a  better 
understanding  of  Bible  history,  Bible  places,  and 
Bible  doctrine.  The  third  aim  is  hardly  proper  as 
a  distinct  purpose  of  the  Sunday-school  teacher; 
although  the  result  mentioned  is  usually  a  happy 
accident  of  wise  efforts  at  visible  illustration. 

In  the  Secular-school  the  object  is  a  subject; 
in  the  Sunday-school,  it  is  a  symbol.  In  the 
former  case,  endeavor  ceases  when  the  purposed 
information  is  developed  and  bestowed.  In  the 
latter,  the  knowledge  had  is  meant  and  is  made 
to  adorn  and  preserve  a  spiritual  truth.  The 
results  which  the  secular  teacher  achieves  are 
taken  by  the  Sunday-school  teacher  and  used  as 
settings  for  the  priceless  jewels  of  gospel  doc- 
trine. 

To  achieve  these  results,  it  must  appear  to  any 
one  that,  in  the  main,  the   same   principles  of 


PRACTICAL    HINTS.  39 

action  obtain  in  both  cases.  In  other  words, 
such  instructions  in  the  science  and  practice  of 
Object  Teaching,  as  are  valuable  to  secular 
teachers,  are  adapted  to  Sunday-school  teachers. 
And  as  it  is  no  part  of  the  plan  of  this  work  to 
present  formally  the  scientific  phases  of  Visible 
Illustration,  I  must  refer  the  more  curious  reader 
to  the  libraries  of  professional  teachers,  or  to  the 
lists  of  publishers  of  school  literature.  However, 
I  add  some  Practical  Hints,  which,  I  trust?  will 
be  found  helpful. 

1.  Invention. — The  Exercises  which  follow,  in 
harmony  with  the  whole  aim  of  this  book,  are 
intended  to  help  the  Teacher  to  construct  his 
own  lessons,  rather  than  to  furnish  copies  for 
him  to  reproduce.  It  is  therefore  important  to 
know  how  and  whence  are  to  be  had  Themes. 

(1.)  The  Teacher  who  bears  his  lesson  about 
with  him  for  a  week  will  generally  find  no 
scarcity  of  themes.  He  will  be  full  of  illustra- 
tions of  his  topics ;  and  they  will  likely  take  a 
definite,  orderly,  and  available  shape  before  the 
week's  close.     This,  then,  is  the  first  habit  which 


40  PRACTICAL   HINTS. 

I  recommend :  Have  the  lesson  determined  be- 
forehand, and  keep  the  subject-matter  of  it  roll- 
ing through  the  mind  for  the  week  before  use. 
Eyes,  heart,  and  mind  will  all  work  to  your 
helping ;  and  for  the  rest,  God's  world  is  full  of 
works  just  adapted  and,  perhaps,  designed  to 
illustrate  God's  word. 

(2.)  But  the  most  fruitful  source  of  themes  for 
object  teaching  is  the  Bible.  I  would  have  a  poor 
heart  to  advocate  the  system  were  this  not  true. 
I  think  that  a  very  decided  majority  of  the  ob- 
ject lessons  which  I  have  given  have  been  shaped 
after,  or  suggested  by,  some  figure  of  speech 
found  in  the  Bible.  Metaphors  found  in  other 
books,  or  heard  in  speech,  have  done  me  the 
same  service  at  times.  But  I  can  confidently 
urge  the  worker  to  rely  upon  the  Bible.  His 
work  will  then  be,  in  chief,  to  translate  the  Scrip- 
ture figure  into  visible  metaphor.  He  will  vary 
or  add  to  the  illustration  as  may  be  needed ;  but 
the  root  idea  will  be  a  Bible  truth.  For  ex- 
ample, in  the  lesson  of  The  Plucked  Brand 
(  No.  1  ),  the  main  thought,  The  Greatness  of 
the  Sinner's  Deliverance  from  Eternal  Death,  is 


PRACTICAL    HINTS.  41 

adhered  to;  but  the  idea  of  Sanctification  was 
very  naturally  suggested.  The  Charred  Stick — 
bearing  the  marks  of  sin ;  The  Soiled  Hands  and 
Napkin — spreading  the  marks  of  sin;  Whitling 
off  the  Char — removing  the  marks  of  sin;  and 
The  Burnt  Stick  built  into  the  New  House — repair- 
ing the  work  of  sin,  by  being  built  into  the  new 
spiritual  temple  of  Christ.  The  thoughts  are 
here  all  Scriptural ;  all  suggested  by  and  natural 
to  the  Scripture  metaphor.  There  need  be  little 
lack  of  proper  objects  as  themes,  if  the  teacher, 
with  ordinary  judgment,  taste,  and  piety,  will  ob- 
serve this  rule  :  Interpret  Scripture  metaphors  into 
visible  illustrations. 

(3.)  Little  slips  of  paper  kept  within  the  lids 
of  the  companion  Bible,  which  may  float  along 
with  the  daily  readings,  and  receive  the  jottings 
of  such  themes  and  ideas  as  occur,  will  be  of  great 
value.  Also,  a  Sunday-school  Note-book,  carried 
everywhere,  and  used  to  record  illustrations.  A 
few  words  made  on  the  spot  will  suffice  to  recall 
the  whole.  These  three  habits — Brooding  upon 
the  lesson  for  a  week  before  use;  Bible  leaves 
for  the  Spirit's  thoughts  and  suggestions  while 

4* 


42  PRACTICAL   HINTS. 

meditating  upon  the  Word ;  and  a  Sunday-school 
Note-book — are  of  incalculable  value  to  any 
teacher  for  this  and,  indeed,  for  every  phase  of 
his  work. 

2.  Selection. — Like  a  rolling  snow-ball,  the 
teacher's  mind  will  pick  up  no  little  "  wood,  hay, 
stubble,"  and,  possibly,  less  comely  kinds  of  garb- 
age. How  shall  he  select  from  his  materials? 
One  very  good  rule  has  been  given  above.  But 
to  these  may  be  added, — 

(1.)  Take  that  which  is  most  familiar  to  the 
children,  or  most  likely  to  come  easily  into  the 
range  of  their  sympathies  and  understanding. 

(2.)  Take  that  which  is  most  familiar  to  your- 
self. 

(3.)  Select  the  most  simple  and  least  fanciful 
in  form. 

(4.)  Select  the  one  which  most  clearly  and 
naturally  illustrates  the  matter  in  hand. 

3.  Auxiliaries. — In  order  to  develop  the  theme, 
you  will  often  need  the  aid  of  other  objects. 
Have  as  few  of  these  as  possible,  and  use  them 


PRACTICAL  HINTS.  43 

only  as  auxiliaries, — real  helpers  in  bringing  out 
the  points.  In  a  short  after-lesson  address,  the 
simple  object  will  nearly  always  be  enough.  For 
a  concert  exercise  or  children's  sermon,  more 
latitude  is  proper.  For  example,  in  the  Ink- 
bottle  Lesson  (No.  20),  the  decoration  of  the  bowl 
with  evergreen  and  flowers  was  not  necessary; 
but,  for  special  reasons,  was  made,  and  con- 
tributed to  the  success  of  the  service.  The  other 
items — hammer,  little  bottle,  label,  towel — were 
of  use.  And,  indeed,  the  bowl  was  decorated  in 
accordance  with  a  fixed  rule  of  arrangement,  viz. : 
Have  all  minor  details  in  perfect  order;  let 
nothing  look  slovenly,  nothing  out  of  taste. 

(1.)  As  the  fixed  auxiliaries  of  the  Objects, 
have  a  small  table,  a  small  salver  or  waiter,  and 
a  plain,  neat  pedestal,  upon  which  to  elevate  the 
object  when  occasion  may  require.  The  table 
should  be  placed  upon  the  platform,  and  the  ob- 
ject upon  the  pedestal,  when  that  is  used.  These 
precautions  are  necessary  in  order  to  give  all  a 
sight  of  the  object  without  effort.  The  desk- 
Bible,  or  a  bouquet  or  two  of  flowers,  will  some- 
times be  a  very  pleasant  addition  to  the  table. 


44  PRACTICAL   HINTS. 

The  salver  is  convenient  for  displaying  some 
objects  which  do  not  appear  to  advantage  in  the 
fingers  or  hand. 

(2.)  The  Blackboard  will  accompany  most 
object  lessons  with  great  advantage.  Sometimes 
the  object,  or  some  special  point  in  the  address, 
may  be  figured  upon  it.  But  for  noting  the 
points  of  discourse,  it  is  nearly  always  useful. 

(3.)  In  fixed  discourses,  children's  sermons,  and 
the  like,  I  need  hardly  say  that  the  Bible,  with 
some  carefully-selected  passage,  should  never  fail 
to  have  a  part.  The  hymns  should  also  be  care- 
fully selected,  often  from  the  regular  church 
hymn-book,  and  the  services  a  happy  blending 
of  the  sedate,  formal  church  services,  with  the 
brisk  movements  of  the  Sunday-school.  And 
thus  the  children  are  led  imperceptibly  from  the 
school-house  to  the  House  of  God,  and  the  Chil- 
dren's service  is  made  the  stepping-stone. 

4.  Manipulation. — I  can  give  no  very  special 
directions  upon  the  proper  manipulation  of  an 
object,  i.e.,  handling  it  so  that  it  may  help  the 
child  both  to  receive  and   retain  the  thought. 


PRACTICAL   HINTS.  45 

But  it  is  plainly  wrong  to  keep  the  object  out  of 
sight;  for  it  then  fails  of  its  design,  which  is  to 
assist  the  teacher.  It  is  just  as  clearly  wrong  to 
flourish  the  object  merely  for  show ;  for  this  con- 
fuses and  makes  ridiculous  the  whole  service. 
The  first  fault  is  the  more  common,  especially 
with  beginners ;  the  illustration  ceases  to  be 
visible ;  the  object  is  lost  sight  of,  and  plays  a 
sort  of  supernumerary  part,  which  is  hardly 
noted,  never  remembered,  and  which  is  well  un- 
derstood to  be  only  "  filling  in."  I  can  only  here 
advise : — 

(1.)  Consider  the  true  uses  of  objects,  and  aim 
at  making  each  object  used  accomplish  its  legiti- 
mate purpose. 

(2.)  Anticipate  the  difficulties  of  the  subject 
which  will  be  most  likely  to  elude  the  children's 
understanding,  so  that  you  may  use  the  object 
intelligently  to  aid  them  in  grasping  those  diffi- 
culties. At  the  points  where  your  own  power  of 
description,  or  the  understanding  or  imagination 
of  the  children  are  most  likely  to  fail,  there  bring 
to  the  rescue  the  object  and  the  eye. 

(3.)  Master  all  the  appropriate   analogies  be- 


-A 


46  PRACTICAL    HINTS. 

tween  the  object  and  the  subject,  and  consider 
well  how  these  analogies  may  be  made  to  appear. 
As  to  the  rest,  your  judgment  and  taste  must  be 
the  guide. 

5.  Deportment — (1.)  Avoid  an  appearance  of 
constraint  as  though  you  felt  doubtful  of  the 
propriety  of  your  position,  and  was  either 
ashamed  or  afraid  of  an  object  lesson.  If  you 
show  weakness  yourself,  your  lesson  will  be 
weak. 

(2.)  Avoid  any  thing  like  a  theatrical  action 
in  the  use  of  the  object;  an  article  that  requires 
such  demonstrations  is  better  unused. 

(3.)  Be  thoroughly  in  earnest  yourself  in 
your  exercise. 

(4.)  Be  yourself  convinced  of  the  utility  of 
your  illustration  to  the  matter  in  hand,  and  your 
earnestness  and  conviction  will  be  contagious. 


6.  Purpose. — (1.)  It  is  of  first  importance  that 
your  theme  be  definitely  fixed.  Settle  in  your 
own  mind  the  point  which  you  want  to  carry, 
and  bear  directly  upon  that. 


PRACTICAL   HINTS.  47 

(2.)  Many  things  will  occur  to  swerve  you 
from  the  line  of  your  purpose.  Children  have  a 
very  innocent  way  of  putting  obstructions  upon 
the  track  of  one's  thoughts ;  and  while  you  may 
not  over-ride  these  without  danger  of  wrecking 
your  purposed  good ;  while,  very  often,  these  ap- 
parent obstacles  may  be  happily  turned  to  ad- 
vantage, yet  you  must  keep,  in  the  main,  the 
course  marked  out.  A  man  with  the  faculty  of 
Association  well  developed  will  find  (especially 
before  children)  exceeding  many  side-trails  cross- 
ing his  track.  They  will  seem  to  promise  largely 
often,  and  possibly  might  well  repay  a  following ; 
but,  ordinarily,  the  teacher  who  allows  himself 
to  be  swerved  from  his  original  purpose,  if  that 
be  well  taken,  will  accomplish  little  good. 

(3.)  As  a  rule,  choose  but  one  principal  thought, 
and  endeavor  to  illustrate  this. 

(4.)  If  other  thoughts  are  illustrated,  let  their 
relation  to  the  principal  be  clear,  and  pass  them 
quickly. 

(5.)  Some  lessons  will  consist  of  several  dis- 
tinct but  connected  thoughts.  Do  not  multiply 
these,  and    group  them  in  some  natural  order. 


48  PRACTICAL   HINTS. 

For  example,  in  the  Bell  Lesson  (  No  2  ), — the 
purpose  of  which  is  to  illustrate  God's  Calls  to 
Sinners,  and  to  stimulate  the  Sinner's  Calls  to 
his  fellows, — the  bells  are  introduced  in  the  order 
of  time  in  which  they  are  generally  heard : — 
first,  Milk-bell;  second,  Rising-bell;  Breakfast- 
bell,  Prayer-bell,  School-bell,  &c.  This  simplifies 
the  arrangement  for  both  teacher  and  scholars, 
and  secures  easy  remembering  of  it. 

7.  Direction. — It  is  necessary  to  economize  time, 
especially  in  short  talks ;  it  is  also  necessary,  at 
times,  to  hinder  the  school  from  running  away 
with  the  subject.  Hence  you  must  take  the 
direction  of  the  lesson,  although,  in  a  measure, 
also  committing  it  to  the  scholars.  For  exam- 
ple :  in  the  Bell  Lesson,  above  cited,  were  you  to 
send  the  subject  to  the  school  By  a  question, — 
"  What  is  the  first  bell  you  usually  hear  in  the 
morning  ?" — the  order  of  treatment  would  either 
run  out  of  your  prescribed  course,  or  you  would 
be  compelled  to  spend  time  in  questions,  sugges- 
tions, and  various  counter-checks,  to  bend  the 
current  of  thought  into  the  desired  channel.    But 


PRACTICAL   HINTS.  49 

you  may  direct  the  current  aright  at  the  very 
start  by  an  introduction  of  this  kind  : — "  Before 
you  get  up  in  the  morning,  or  while  you  are 
lying  sound  asleep,  a  man  drives  up  to  the  door, 
picks  a  bell  off  the  seat  [imitate  the  motion], 
swings  it  up  this  way  and  rings.  Who  is  he  ?" 
Every  thought  is  in  the  right  spot  now.  "  The 
Milkman /"  "What  does  his  bell  say?"  And 
your  point,  Christ  calling  us  to  take  "  the  sincere 
milk  of  the  word,"  to  "  buy  wine  and  milk,"  is 
fairly  and  straightly  launched  into  the  children's 
hearts. 

8.  Development. — Try  to  develop  the  scholar's 
own  thoughts  upon  the  subject,  and  his  know- 
ledge of  the  object.  Skillful  questioning  will 
often  serve  your  purpose.  A  description,  more 
or  less  accurate,  of  what  you  would  have  the 
scholar  perceive,  will  often  bring  out  the  desired 
answer.  A  suggestion,  an  association,  a  quick 
sketch  on  the  board,  or  even  a  syllable,  may  be 
required.  An  apt  manipulation  of  the  object  will 
be  very  expressive.  The  point  kept  in  view 
should  be, — to  give  the  scholar  the  relish  of  a 


50  PRACTICAL   HINTS. 

partial  discovery  of  a  truth.  That  which  seems 
to  us  to  be  a  discovery,  although  long  known  to 
others,  is  marked  with  the  greatest  attention, 
cherished  with  care,  received  and  recalled  with 
pleasure.  Children  are  especially  susceptible  in 
this  direction,  and  appreciate  even  more  keenly 
than  adults  the  joy  of  finding  out  facts  and  truths 
for  themselves.  How  many  times  have  we 
heard  from  little  ones  the  plaint, — "  Oh !  why 
didn't  you  make  me  try  more  ?  I  should  have 
guessed  it  directly!"  The  teacher  of  religious 
v  truth  should  at  least  regard  this  natural  trait, 
if  he  do  not  subordinate  it  to  his  high  purpose. 
These  "round-about"  methods  of  instruction  are, 
after  all,  in  this  branch  of  education,  as  in  so 
many  other  things,  very  often  "  the  nearest  way 
home." 

9.  Protection. — Mirthfulness  is  neither  weak- 
ness nor  sin,  but  a  very  natural  and  proper  ele- 
ment of  our  minds;  but  liable  to  perversion, 
also,  as  any  teacher  knows  !  And,  besides  that, 
"children  are  children," — if  we  may  quote  the 
efficient  grand-maternal  shield  of  our  boyhood. — 


PRACTICAL   HINTS.  51 

and  they  do  say  some  very  queer  things  at  times 
most  artlessly.  And,  therefore,  in  giving  object 
lessons,  you  must  look  out  for  that  style  of  an- 
swer and  remark  which,  for  convenience,  I  will 
call  Malapropos.  One  boy  is  full  of  genuine  fun, 
and  will  boil  over  if  the  temperature  at  all  allow; 
another  is  ambitious  to  say  "  smart"  things,  and 
gets  no  farther  than  pertness;  another,  misunder- 
stands ;  another,  has  two  answers  to  one  thought ; 
and  possibly  some  are  stupid.  Now  put  questions 
a-rolling  among  a  crowd  of  children  so  consti- 
tuted, and  it  is  a  moral  certainty  that  some  of 
them  will  strike  out  a  spark  of  fun  somewhere ; 
and  very  likely  the  whole  school  flashes  into  a 
broad  smile  or  a  gentle  laugh.  How  protect  the 
subject  from  irreverence  ?  That  is  a  very  proper 
and  important  query. 

We  may  go  back  a  little.  I  judge  any  Sunday- 
school  worker  worthy  of  blame  who  deliberately 
attempts  to  excite  mirthfulness  by  a  ridiculous 
presentation  of  his  subject,  or  by  introducing 
laughable  stories  and  sayings.  But  worse  things 
may  run  through  a  school  than  a  musical  ripple 
of  childish  laughter ;  and,  in  certain  stages  of  the 


52  PRACTICAL   HINTS. 

subject,  you  need  not  go  out  of  the  way  one  hair- 
breadth either  to  hinder  or  check  such.  Simply 
wait  a  moment  for  the  wavelet  to  die  away,  a 
quiet  smile  of  sympathy,  if  nothing  else,  on  your 
own  face,  and  then  go  on.  Buffoonery  either  on 
the  part  of  teacher  or  scholar,  children  generally 
will  despise;  and  they  understand  the  ring  of 
true  earnestness  too  well  to  be  very  long  mirth- 
ful in  the  presence  of  genuine  zeal  and  love  for 
souls.  I  would  then  advise,  in  most  cases  of 
-  mirth  in  school,  that  the  teacher — let  it  alone. 
It  will  best  take  care  of  itself.  An  effort  to 
quench  it  by  frown,  or  halloo,  or  thumps,  or  thugs 
of  the  bell,  or  threats,  or  platitudes  of  counterfeit 
pious  horror,  will  quench  every  other  good  emo- 
tion more  surely  than  mirthfulness. 

Very  often,  these  Malapropos  answers  may  be 
made  most  effective  by  giving  them  a  favorable 
turn.  If  you  can  do  this,  especially  in  a  case 
where  there  has  been  a  plain  desire  to  make  fun, 
lyou  have  gained  a  great  advantage.  For  exam- 
ple :  You  are  at  the  Bell  Lesson ;  a  number  of 
bells  have  been  named  and  discoursed  upon. 
"  Can   you   name   any  other?"  you   ask.     And 


PRACTICAL   HINTS.  53 

some  lad  in  the  corner  shouts,  "  Slop-hells  /"*  Of 
course  there  is  a  laugh ;  but  what  is  to  be  done  ? 
You  suspect  the  mischievous  intent,  but  the 
answer  is  ostensibly  fair  enough.  If  you  seem 
angry  or  offended,  the  case  goes  against  you,  and 
the  joke  will  do  a  permanent  damage  to  your 
lesson,  if  not  to  your  influence.  Is  not  this 
better  ? 

"  Thank  you !  Yes,  the  Slop-bells.  I  put  that 
down  on  the  board  so — Sl.  And  what  do  the 
Slop-bells  say?" 

Several  voices:  "Bring  out  the  slops!" 

Now  you  have  in  your  hands  one  of  the  most 
effective  points  of  your  lesson, — God's  call  to 
Repentance.  The  "  slops"  give  you  a  fair  symbol 
of  "sins;"  their  dreadful  nature,  and  the  need 
of  getting  a  "clean  heart,"  by  having  them 
removed. 

"Very  good ;  thank  you,  sir ;  please  remember 
the  AS7o^>-bells."  A  kind  bow,  and  you  have 
triumphed. 

Another  example  of  Protection  will  suffice.    I 

*  Bells  attached  to  the  necks  of  slop-cart  horses,  in  St.  Louis, 
after  the  fashion  of  the  old  Pennsylvania  road-horses. 

5* 


54  PRACTICAL   HINTS. 

was  giving  the  Letter  Lesson  (No.  5).  Several 
kinds  of  letters  had  been  named  and  recorded 
on  the  board ;  but  one  that  I  had  looked  for  was 
still  wanting.  However,  I  saw  that  it  was 
thought  of.  One  Bible-class  of  young  men  in  the 
corner  began  nudging  each  other,  smiling,  and 
whispering.  The  infection  spread  to  a  class  of 
young  ladies  across  the  way.  And  so  it  ran,  until 
the  whole  school  was  in  a  titter,  but  not  a  word 
said.  I  saw  that  we  must  get  over  the  "Love 
Letter,"  or  close  the  lesson. 

I  therefore  stopped  short,  turned  to  the  school, 
smiled,  and  said,  quietly, — 

"  There  is  one  kind  of  letter,  very  common 
among  dear  friends,  which  we  haven't  had  yet ; 
what  is  it  ?" 

No  answer ;  but  a  deepening  of  the  mirth. 

"  Come,  out  with  it !     What  is  it  ?— L-o-" 

"Love  Letter."  There  was  a  perfect  explosion 
of  the  word;  a  hearty  enjoyment  of  the  idea; 
and  then  quiet,  except  among  some  of  the  older 
scholars. 

I  wrote  the  abbreviation,  Lo ;  waited  a  little, 
and  then  began  : — 


PRACTICAL    HINTS.  00 

"  Many  years  ago,  just  after  I  left  college,  I 
came  out  here  to  Missouri, — it  was  a  far,  long 
way  to  me  then, — and  went  up  into  one  of  the 
northern  counties  to  teach  school.  I  was  a  young 
man ;  had  never  been  very  far  from  my  native 
State;  and  you  may  judge  that  I  was  lonely, 
and  watched  the  post-office  closely.  What  do 
you  suppose  I  looked  for  ?" 

"Letters" 

"  Yes ;  and  there  were  some  letters  that  came 
to  me  pretty  often — pretty  often  [nods  and 
smiles  among  the  Bible-classes]  ;  letters  written 
in  the  delicate  handwriting  of  a  woman  [the 
smiles  broadened  and  spread  over  the  school]. 
What  kind  of  letters  do  you  think  those  were  ?" 

"Love  letters!"  came  up  the  cheery  chorus  from 
the  school.  However,  the  tone  was  subdued 
some ;  for  they  saw  that  my  face  was  serious. 

"  Yes,  they  were  love  letters ;  the  outgoings  of 
the  purest  love  [smiles],  the  deepest  love  of 
woman's  heart  [the  smiles  were  fewer,  for  I  was 
very  serious  now].  Dear  children,  they  were 
letters  filled  with  the  overflowings  of — a  mother's 
holy  love!" 


56  PRACTICAL   HINTS. 

Every  mirthful  curve  faded  out  of  the  faces 
before  me  at  this  quick  and  unexpected  turn; 
and  I  had  the  entire  sympathy  of  the  scholars 
while  I  spoke  briefly  of  the  love  and  counsels  of 
a  dear  mother  and  father, — both  in  heaven  now, 
— and  thence  led  them  on  to  hear  of  Him,  the 
Good  Father  Eternal,  whose  letters  of  love 
breathe  sweet  counsel  to  us  out  of  the  Holy 
Scripture. 

And  then  I  opened  the  proper  envelope,  and 
read  God's  letter  of  Love  : — "  I  have  loved  thee 
with  an  everlasting  love.  God  so  loved  the 
world  that  he  gave  his  only-begotten  Son. 
Herein  is  love :  not  that  we  loved  God,  but  that 
he  loved  us,  and  sent  his  Son  to  be  the  propitia- 
tion for  our  sins.  And  we  have  known  and  be- 
lieved the  love  that  God  hath  to  us.  God  is 
love." 

The  words  dropped  into  the  midst  of  a  school 
silent,  attentive,  receptive ;  falling,  I  could  not 
but  feel,  as  dew  on  Hermon,  and  as  rain  upon 
the  mown  grass. 

And  so  we  over-rode  that  outburst  of  mirth ; 
the  most  violent,  I  think,  with  which  our  school 


PRACTICAL   HINTS.  57 

was  ever  threatened.  And  like  methods  of  treat- 
ment will  usually  be  not  only  sufficient  defensive 
protection  to  the  subject,  but  will  prove,  besides, 
a  decided  protection  of  offence.     To  sum  up  : — 

1.  Never  fight  down  mirth ;  as  a  rule,  let  it 
alone. 

2.  Be  perfectly  self-poised,  and  prepared  for 
malapropos  remarks. 

3.  Take  advantage  of  malapropos  answers 
when  you  can  do  so  with  effect ;  if  not,  pass  them 
with  a  smile  quickly,  or  give  them  no  notice  at  all. 

4.  If  scholars  seem  in  an  over-mirthful  mood, 
give  them  none  but  well-guarded  questions ;  or 
stop  all  questions ;  or  ask  by  classes  or  individ- 
uals.    The  last  remedy  is  a  very  effective  one. 

5.  Allow  for  the  ignorant;  never  receive  or 
pass  an  answer  discourteously ;  recognize  all ; 
avoid  receiving  answers  too  frequently  from  any 
one  person  or  class ;  and  when  a  scholar  gives  you 
something  very  good,  or  where  special  encourage- 
ment is  needed,  return  a  quiet  bow  and  "  thank 
you! 

6.  If  the  state  of  the  atmosphere  is  against 
you — for  that  cause  I  do  believe   often  excites 


58  PRACTICAL    HINTS. 

children  to  disorder  and  inattention,  despite  them- 
selves— stop  !  If  you  find  yourself  blundering — 
stop  !  When  you  are  done — stop !  For  the  best 
protection  which  any  superior  can  have  against 
inferiors  is  a  proper  regard  for  their  weaknesses, 
and  a  proper  understanding  of  his  own. 

10.  Application. — Save  the  warmest,  best,  most 
practical  and  solemn  thought  for  the  last.  Dr. 
Beecher's  rule  for  a  sermon  was :  "  First,  heavy; 
then,  hot."  A  Nantucket  whaleman's  criticism 
of  a  sermon  was  :  "  It  carried  no  harpoon." 

No  amount  of  ingenuity  in  construction,  or 
of  attractiveness  in  presenting  an  object  lesson 
or  sermon,  can  excuse  it  or  redeem  it  from  the 
error  of  failing  to  impress  the  truth  upon  the 
heart  as  a  living  call  to  present  duty. 

"I  want  your  Souls  for  Christ!" 

That  desire  should  burn  in  and  leap  out  of 
every  lesson. 


The  Plucked  Brand, 


EXAMPLE   LESSONS.  61 


CHAPTER  VII. 


EXAMPLE    LESSONS.* 


No.   1. 

fhlE    pUJCKED    ^  RAND. 

[Objects. — A  charred  stick  taken,  if  convenient,  from  the  ruins  of 
some  burnt  building ;  if  not,  prepare  it  for  use  in  the  kitchen 
fire.  The  blackboard  may  be  arranged  as  on  page — .  A  napkin. 
A  pocket-knife.] 

ZECHAEIAH  III.  2. 

1.  The  Sinner's  Banger.  —  The  noble  house 
which  God  builded  to  be  a  temple  for  the  Spirit- 
is  ruined.  The  soul  is  consumed  by  sinful  lusts ; 
separate  from  God ;  under  the  curse  of  the  law ; 
sentenced  to   "  dwell  with  the  devouring  fire — 

*  The  above  exercises  are  intended  mainly  as  helps  to  the  worker 
in  forming  and  executing  his  own  studies.  Many  of  them  are  mere 
skeletons  ;  most  of  them  are  given  just  as  used,  without  any  attempt 
at  elaboration,  farther  than  was  thought  sufficient  to  indicate  the 
use  of  the  object.     While  it  is  expected  that  teachers  will  reproduce 

6 


62  EXAMPLE    LESSONS. 

with  everlasting  burnings"  (Isa.  xxxiii.  14); 
"  where  the  worm  dieth  not,  and  the  fire  is  not 
quenched"  (Mark  ix.  44).  This  is  the  doom  of 
guilty  men.  Unless  the  sinner  be  delivered,  he 
is  lost  forever. 

2.  The  Sinner's  Safety. — Jesus  Christ  bears  in 
his  own  body  the  curse;  plucks  the  soul  from 
the  fire  by  his  loving  hand ;  quenches  the  smok- 
ing embers  of  sin  by  his  grace.  "  Jesus — who 
hath  delivered  us  from  the  wrath  to  come !" 

3.  The  Sinner  Saved— The  Plucked  Brand.— (1.) 

He  still  bears  the  marks  of  sin  ;  you  can  see  that 
he  has  been  in  the  fire ;  he  has  no  comeliness  of 
outer  life ;  his  influence  still  is  bad,  just  as  this 
stick  blackens  my  hand  and  mars  this  napkin. 
Can  this  be  bettered?  Let  us  see.  [Whittle  off 
the  charred  surface  until  the  white  wood  appears^ 

the  lessons  in  such  shape  as  shall  be  adapted  to  their  own  purposes, 
they  are  not  to  be  judged  as  model  speeches.  Several  of  them,  how- 
ever, have  been  written  out  more  at  length  for  the  sake  of  fuller 
illustration.  Some  of  these  lessons  were  originally  Children's  ser- 
mons ;  a  fact  which  those  who  would  use  them  for  short  after-lesson 
talks  would  do  well  to  remember. 


EXAMPLE   LESSONS.  63 

What  do  we  see  ?  Yes,  the  black  disappears,  and 
the  pure,  clean  wood  comes  out.  Christ  not  only 
saves  us  from  death,  but  he,  at  the  same  time, 
takes  away  our  sin.  He  is  "  the  Lord  our  Right- 
eousness/' We  shall  never  be  wholly  perfect 
here ;  but  it  is  our  duty,  by  the  help  of  God,  to 
cut  off  every  possible  mark  and  trace  of  sin  from 
our  characters.  "  Be  ye  perfect ;"  that  is  the 
end  toward  which  we  all  should  strive.  Whittle 
off  your  sins,  children  ! 

(2.)  One  thing  more, — the  Future  State  of  the 
Changed  Sinner.  I  have  seen  in  houses,  as  I  passed, 
charred  boards  and  blackened  bricks  nailed  and 
built  into  the  walls  again.  They  had  been  saved 
from  the  fire ;  and  now  were  once  more  filling 
their  place  in  the  homes  of  men.  So  Jesus  takes 
the  sinner — the  brand  plucked  out  of  the  fire — 
and  builds  him  into  His  glorious  spiritual  temple. 
May  we  all  have  a  part  and  place  there ! 

(a.)  How  grateful  the  Christian  should  be  for 
Christ's  love  and  salvation  ! 

(b.)  "  If  the  righteous  scarcely  be  saved, 
where  shall  the  ungodly  and  the  sinner  appear?" 

E.g.,  the  mountaineer  who,  attacked  by  eagles, 


64  EXAMPLE   LESSONS. 

cut  the  rope  by  which  he  was  being  lifted  out  of 
a  cleft  in  the  rock  where  he  had  been  seeking 
bird's  eggs.  The  single  strand  which  remained 
when  he  reached  the  top — scarcely  saved !  How 
the  sinner  should  "  strive  to  enter  in !" 

The  following  division  may  be  made  :  (1.)  The 
clmrred  stick — Bearing  the  marks  of  sin.  (2.) 
The  soiled  hands — Spreading  the  marks  of  sin. 
(3.)  The  whittled  stick — Removing  the  marks  of 
sin.  (4.)  The  re-built  house  —  Repairing  the 
work  of  sin.     (See,  also,  page  40.) 


EXAMPLE   LESSONS.  65 

No.   2. 

[Objects. — A  collection  of  bells  arranged  upon   the  table, — call- 
bell,  tea-bell,  door-bell,  &c.     A  bell  without  a  clapper.] 

GOD'S  CALLS  TO  SINNERS .* 

1.  The  Milkman's  Bell. — What  does  it  say  when 
it  rings?  (Come  and  yet  your  milk.)  God  calls  to 
the  starving  souls  of  children  to  come  and  take 
the  "  sincere  milk  of  the  word."  "  Come,"  He 
says,  "  buy  wine  and  milk  without  money  and 
without  price."  The  Bible  has  in  it  much  even 
for  children.  How  they  should  love  this  "  milk 
of  the  word !"  The  Sunday-school  teacher's  call, 
— "  milk  for  babes." 

2.  The  Rising  Bell. — The  sinner  lies  like  one 
asleep ;  he  does  not  hear  God's  loving  call ;  does 
not  see  the  heavenly  world ;  does  not  enjoy  the 
life  of  God.      Christ  says :  "  Awake,  thou  that 

*  For  a  proper  beginning  of  this  Lesson,  see  page  48  ;  see,  also, 
page  52.  On  the  top  of  the  board  may  be  drawn  a  large  Bell,  in- 
scribed, Holiness  to  the  LOKD. 

6* 


66  EXAMPLE   LESSONS. 

sleepest !"  (Eph.  v.  14.)  E.g.,  Jonah  in  the  storm ; 
the  captain's  call :  "  What  meanest  thou,  0 
sleeper?  Arise,  call  upon  thy  God !"  (Jonah  i.  6.) 
Dear  soul,  you  have  long  been  sleeping  in  sin; 
surely  now  "  it  is  high  time  to  awake  out  of 
sleep!"   (Rom.  xiii.  11.) 

3.  The  Breakfast  Bell.— What  does  it  say? 
God's  call  to  the  sinner  to  take  of  the  bread  of 
heaven,  the  water  of  life,  the  wine,  and  milk, 
and  meat,  and  honey  of  the  Gospel  Feast.  The 
dear  Father  has  made  a  great  supper  (Luke  xiv. 
16),  and  bids  us  all  to  it.  Will  you  "  come,  buy, 
and  eat  ?"  "  Blessed  are  they  which  are  called 
unto  the  marriage  supper  of  the  Lamb !"  (Rev. 
xix.  9.) 

4.  The  Slop-cart  Bells. — See  page  53. 

5.  The  School  Bell. — Disciples,  scholars  of  Jesus; 
the  Bible  our  text-book*;  holiness  our  theme; 
heaven  the  "better  country"  of  which  we  study; 
"what  shall  I  do  to  be  saved?"  the  questions 
which  we  solve.  Jesus,  our  Principal  Teacher ; 
these  dear  teachers  of  yours  are  the  Assistants ; 


EXAMPLE   LESSONS.  67 

and  our  effort  is  to  make  you  all  Learners  of 
Jesus. 

6.  Door  Bell. — "  Behold,  I  stand  at  the  door 
and  knock."  "  Open  unto  me."  "  If  any  man 
hear  my  voice  and  open  the  door,  I  will  come  in." 
The  gentleness,  love,  and  patience  of  our  Saviour 
in  inviting  the  sinner. 

7.  Church  Bell. — Call  to  the  house  of  God ;  to 
prayer,  praise ;  service  of  Jehovah.  Call  to  the 
eternal  service  in  the  upper  sanctuary,  the  Tem- 
ple on  high,  where 


congregations  ne'er  breaK  up, 


And  Sabbaths  never  end." 

8.  Steamboat  or  Locomotive  Bell.  —  The*  com- 
pany of  the  saints,  in  the  church,  are  Heaven- 
bound  to  the  Port  of  Peace.  The  bell  rings! 
"All  aboard!"  There  is  room  for  all;  welcome 
for  all !  Don't  wait ;  it  may  be  too  late  !  E.  g., 
the  Deluge  and  the  Ark. 

9.  Fire  Bell. — Alarm  calls ;  the  soul  is  in  dan- 
ger ;  there  is  need  of  help. 


68  EXAMPLE    LESSONS. 

10.  The  Bellman's  Bell.— "Child  lost!  child 
lost !"  Teachers,  this  is  our  office, — to  seek  and 
save  lost  souls !  Child  lost !  How  many  thou- 
sands wander  our  streets  or  roam  our  fields  "  like 
sheep  gone  astray."  Seek  them  out !  Scholars, 
each  one  of  you  should  be  as  a  Bell  for  God,  call- 
ing souls  in  every  way  and  at  all  times  to  Jesus ! 
Are  you  doing  this? 

11.  The  Dumb  Bell. — Hear  me  ring  this  bell ! 
[Take  the  bell  without  a  clapper  and  shake  it.] 
What  does  it  say  ?  {Nothing  /)  Such  are  they 
who  do  not  speak  for  Christ. 

12.  The  Court-House  Bell. — What  does  it  say? 
( Come  into  court)  Our  Great  Trial ;  the  Judg- 
meni>seat  of  Christ.  Death  will  call  us  there! 
How  shall  we  stand  the  trial  ? 

13.  Joy  Bells. — Christmas  time.  In  my  native 
village,  a  signal  gun  was  fired  at  midnight  before 
Christmas  and  New  Year,  and  immediately  every 
bell  in  all  the  steeples  in  town  rang  out  a  cheery 
peal.     How  gayly  they  rang  in  the  early  dawn ! 


EXAMPLE    LESSONS.  69 

"  There  is  joy  in  heaven  over  one  sinner  that 
repenteth  !"  And  should  not  we  be  glad  ?  And 
should  not  we  use  all  the  other  bells  often,  very 
often,  that  we  may  have  the  joy  bells  ringing 
every  day? 

N.  B. — It  is  not  necessary  to  give  or  comment  uoon  all  the  bells 
above  referred  to.  Let  the  teacher  choose,  and  enlarge  upon  such 
as  suit  his  own  purpose  best.  The  abbreviations  should  be  put  on  the 
board  thus :  1.  Mi. ;  2.  Ki. ;  3.  Bk. ;  4.  SI. ;  5.  Sch.,  &c.  After  all 
are  down,  review  the  subject ;  making  the  application  more  especially 
to  every  one  to  be  one  of  God's  Bells  calling  others,  as  He  has  called 
us.  Said  a  gentleman  who,  with  his  family,  had  heard  this  sermon : 
"  We  have  been  hearing  God's  Bells  all  week  at  our  house !"  "  The 
children  remembered  it,  did  they  ?"  "  Yes,  indeed,  and  the  parents, 
too !"     May  the  echoes  long  linger  in  that  beloved  household ! 


70  EXAMPLE   LESSONS. 

No.   3. 
JHZ   j3wOF(D   Of  THE  £>PIF(IT 

[Objects. — A  naked  sword.     The  scabbard  and  belt.] 

1.  If  I  were  to  rub  my  finger  along  the  edge 
of  this  sword,  or  push  it  against  the  point,  so ! 
what  would  I  find  out?  That  the  sword  is 
Sharp.     Why  so  made? 

The  Bible-truth  pricks  our  conscience;  opens 
a  way  to  our  hearts  for  the  Holy  Spirit.  They 
are  very  hard,  and  need  just  such  a  weapon. 
Plain,  pointed  truths :  how  they  cut  down  our 
vain  excuses  and  wicked  ways ! 
•  2.  (a.)  What  is  this  belt  for  ?  By  Wliom  are 
such  weapons  Worn?  (Soldiers.)  So  Christian 
soldiers  wear  the  Bible ;  it  is  their  peculiar  badge. 
(b.) '  Where  does  this  belt  go  ?  Where,  then,  is 
the  sword  worn  ?  (Near  the  side.)  So  keep  the 
Bible  near ;  have  it  in  mind  and  heart.  Import- 
ance of  committing  Scripture,  and  of  getting  the 
spirit  of  it  into  the  habit  of  thought. 

3.  What  can  you  say  about  this  blade  ?  Is  it 
rough  or  smooth,  bright  or  dull  ?    Why  kept  so  ? 


EXAMPLE   LESSONS.  71 

What  else  ?  What  is  this  ?  (Scabbard.)  What 
is  it  for  ?  When  is  the  sword  kept  in  the  scab- 
hard  ?  When  it  is  to  be  used,  where  is  it  ?  ( Out 
of  the  scabbard.)  No  forgotten  Bibles ;  no  rust 
on  them  through  neglect !  An  open  Bible.  That 
is  our  watchword. 

4.  What  part  of  the  sword  do  I  take  hold  of 
with  my  hand  ?  Suppose  I  should  grasp  it  by 
the  blade  ?  Some  handle  the  word  of  God  de- 
ceitfully. Wrest  it  to  their  own  destruction. 
Some  pervert  the  minds  of  others.  We  ought  to 
study  the  Bible  that  we  may  know  the  Right  use 
of  it.  If  we  understand  how  rightly  to  use  it, 
we  succeed  much  better.  The  Sunday-school  is 
the  young  Christian's  fencing-school.  What  do 
we  learn  there  ?     (Right  use  of  Bible.) 

5.  What  is  a  sword  for?  A  weapon  of  De- 
fence. The  Bible  is  to  defend  our  souls  from 
eternal  Death — from  the  Devil's  temptations — 
from  Doubts.  To  drive  off  and  attack  every  sin 
and  error.  Reason,  eloquence,  and  skill  are  all 
good  for  this ;  but  the  Bible  is  better,  and  is  the 
only  safe  weapon.  E.g.,  the  Temptations  of 
Jesus  in  the  Wilderness. 


72  EXAMPLE   LESSONS. 

The  power  behind  the  Bible — the  Holy  Spirit ! 
If  I  were  to  be  attacked  by  enemies,  would  that 
sword  lying  there  save  me  ?  Should  I  fold  my 
hands  and  dare  them  to  come  on,  trusting  the 
sword  to  leap  out  and  attack  ?  No ;  it  is  useless, 
unless  man's  good  right  hand  wield  it.  It  needs 
the  strong  arm  to  make  it  potent.  So  all  Bible 
truth  needs  the  Holy  Spirit's  influence  to  give 
it  power,  point,  and  success.  The  Bible  is  the 
"  Sword  of  the  Spirit." 

N.  B. — The  blackboard  should  have  upon  it  the  initial  letters  of 
the  topics  which  form  the  acrostic — Sword.  Then  fill  out  the  line 
as  the  lesson  progresses. 

Sharp. 

Worn ;  by  whom  ?  where  ? 

Out  of  Scabbard. 

Right  use  of. 

Defence  from  D.  D.  D. 


EXAMPLE    LESSONS.  73 

No.   4. 

l^UgT    OJM    THE    jSoUl.. 

[Objects. — A  collection  of  rusty  objects,  instruments,  and  vessels. 
Also,  some  well  polished,  for  contrast.] 

What  is  the  matter  with  all  these  objects? 
— this  knife,  hatchet,  hoop,  etc.  What  is  rust? 
Explain  clearly  the  process  of  rusting ;  showing 
how  the  oxygen  of  the  air  unites  with  the  metal, 
forming  rust.  Does  wood  rust?  Describe  the 
process  of  burning,  and  show  that  it  is,  after  all, 
a  kind  of  quick  rusting. 

I.  What  Sin  does  to  the  Soul. — Tell  me  now 
what  effect  rust  has  on  objects ;  what  does  it  do 
with  them  ? 

(1.)  It  makes  them  look  Ugly. — [Secure  the  an- 
swer by  comparing  the  rusty  and  bright  objects.] 
I  write  that  word,  Ugly.  There  is  a  rust  of  the 
soul  that  I  want  to  talk  about  that  does  just 
that  thing  too :  it  is  Sin.  Sin  disfigures  both 
body  and  soul. 

(2.)  Rust  makes  things  Unclean. — [Develop  this 


74  EXAMPLE   LESSONS. 

answer  by  showing  the  stains  upon  the  hand,  or 
upon  a  piece  of  muslin.]  Sin  soils  all  it  touches. 
(Rom.  i.  29.)  How  corrupt  has  man's  heart  be- 
come! 

Does  rust  wash  out  of  clothes  ?  Is  there  any 
thing  that  can  take  it  out  ?  I  know  of  only  one 
substance,  oxalic  acid.  This  removes  the  stain. 
Will  the  stain  of  sin  wash  out  of  the  soul  ?  What 
cleanses  the  heart  ?  "  The  blood  of  Jesus  Christ 
his  Son  cleanse    from  all  sin." 

(3.)  Rust  spoils  tJie  Usefulness  of  objects. — If  I 
wished  to  cut,  which  knife  would  I  take, — this 
rusty  one  or  this  bright  one  ?  Why  ?  If  to  chop, 
which  hatchet  ?  Why  not  the  rusty  one  ?  What 
has  made  it  dull  and  worthless  ? 

So  Sin  spoils  for  use;  hinders  the  right  use 
of  both  body  and  soul ;  perverts  them  from  what 
God  meant  them  to  be  and  do. 

(4.)  Rust  eats  aioay — Utterly  destroys  objects. 
— [Compare  the  two  classes;  calling  attention 
to  the  holes  in  the  rusted  objects;  to  the  ease 
with  which  scales  knock  off,  &c,  to  show  that 
they  are  perishing.  An  instrument  well  worn 
away  is  best  here.] 


EXAMPLE   LESSONS.  75 

Thus,  sin  destroys  both  soul  and  body  here  and 
hereafter.     "  The  wages  of  sin  is  death." 

II.  How  Rust  can  be  kept  off. — (1.)  By  keeping 
(Withholding)  from  exposure  to  moisture  and  air 
• — "  Lead  me  not  into  temptation  !" 

(2.)  By  care  and  Watchfulness  in  rubbing  all 
rust  off  as  soon  as  it  gets  on.  "  Strive."  "  Men 
ought  always  to  pray."  Go  "  daily"  to  Jesus  for 
help.  "Unto  whom  coining" — always  coming. 
Perseverance. 

(3.)  Constant  use ;  Working  for  Jesus  a  means 
of  grace.  Use  keeps  our  armor  and  our  weapons 
bright. 

At  the  close  of  the  exercise,  the  blackboard, 
which  may  be  used  to  fix  the  Heads,  should  have 
the  following  appearance  : — 

I.  What  sin  does  to  the  soul. 
Makes  it 


o 


1— TTGLY. 
2-1    SELESS. 
3-       NCLEAIM. 

TTERLY  DESTROYS. 


76  EXAMPLE   LESSONS. 

II.    HOW   KEPT  OFF. 

1— IIJITHHOLD  from  Temptation. 

2-U/ATCH. 

3_  If  ORK. 

In  closing,  the  Lesson  should  be  reviewed;  and, 
on  the  reverse  of  the  board,  the  following  Verse 
Lesson  (see  page  219)  may  be  placed,  from  the 
hymn,  "  I  lay  my  sins  on  Jesus." 

I  bring  my  Guilt  to  Jesus, 

To  Wash  my  crimson  stains 
White,  in  His  Blood  most  precious, 

Till  not  a  Stain  remains. 


EXAMPLE   LESSONS.  77 

No.  5. 

J  HE     ^ETTEF}. 

Lesson  I. 

[Objects. — A  letter  with  the  envelope.  The  letter  may  be  an  affec- 
tionate appeal  to  the  scholars  to  come  to  Jesus.  Several  envelopes 
containing  cards  or  slips  with  texts  written  upon  them,  as  de- 
scribed below.] 

2  CORINTHIANS  III.  3. 

After  developing  the  various  parts  of  the  letter, 
as,  the  page,  the  envelope,  the  address,  date, 
superscription,  signature,  stamp,  get  from  the 
school  the  various  hinds  of  letters.  At  the  close 
of  the  list,  or  after  each  name  obtained,  read  the 
appropriate  text,  and  expound.  The  envelopes 
should  be  marked  with  the  proper  abbreviation 
to  prevent  delay  and  confusion.  It  will  probably 
be  necessary  to  use  descriptions  and  suggestions, 
in  order  to  draw  out  the  answers  as  wished. 

1.  God's  Letters  to  Sinners— to  us. 

(1.)  Introduction. — Int.  A  voice  came  out  of 
the  cloud,   saying:    "This  is  my  beloved   Son, 

hear  him."   (Mark  ix.  7.) 

7* 


78  EXAMPLE   LESSONS. 

(2.)  Inquiry. — Inq.  "  Turn  ye,  turn  ye ;  for 
why  will  ye  die  ?"     "  Lovest  thou  Me  ?" 

(3.)  Invitation. — Inv.  "  Come  unto  Me,  all  ye 
that  labor  and  are  heavy  laden,  and  I  will  give 
you  rest." 

(4.)  Recommendation. — Rec.  " This  is  a  faith- 
ful saying  and  worthy  of  all  acceptation,  that 
Christ  Jesus  came  into  the  world  to  save  sinners." 
"God  commendeth  his  love  toward  us  in  that 
while  we  were  yet  sinners,  Christ  died  for  us." 

(5.)  Love. — "  I  have  loved  thee  with  an  ever- 
lasting love.  God  so  loved  the  world  that  He 
gave  his  only-begotten  Son.  Herein  is  love,  not 
that  we  loved  God,  but  that  he  loved  us,  and 
sent  his  Son  to  be  the  propitiation  for  our  sins. 
And  we  have  known  and  believed  the  love  that 
God  hath  to  us.     God  is  love." 

(6.)  Business. — Bit.  "Seek  first  the  kingdom 
of  God  and  his  righteousness.  What  shall  it 
profit  a  man,  if  he  gain  the  whole  world,  and  lose 
his  own  soul  ?" 

(7.)  News. — "  Behold  I  bring  you  good  tidings 
of  great  joy  which  shall  be  to  all  people.     For 


EXAMPLE    LESSONS.  79 

unto  you  is  born  this  day,  in  the  city  of  David, 
a  Saviour  which  is  Christ  the  Lord." 
Thus  God  writes  in  the  Holy  Scripture. 

II,  We  all  should  be  Living  Epistles,  repeating 
these  same  gracious  words.  Pass  over  the  list 
in  order,  and  make  this  application,  showing  the 
duty  of  all  to  be  letters  known  and  read  as 
Christ's. 


80  EXAMPLE   LESSONS. 

No.   6. 

f  h  e    Better. 

Lesson  II. 
THE  NATUKE  OF  THE  GOSPEL  CALL. 

1.  Who  delivers  it. —  (The  Post-office  Departs 
ment.)  God  has  organized  a  church,  appointed 
officers,  to  whom  are  committed  the  living  oracles 
to  deliver  to  a  world  in  ignorance  and  sin. 

2.  In  what  it  comes. —  (Envelope.)  The  ser- 
mon, lesson,  tract,  friendly  counsel,  admonition. 

3.  To  whom  it  comes. —  (Superscription.)  To 
each  soul  direct.  To  you — Mary,  John!  E.g., 
"  Samuel,  Samuel !" 

4.  When  the  call  comes.— (Date.)  NOW! 
That  is  God's  time.    "Come  to  Jesus  just  now  !" 

5.  From  whom  it  comes. — (Signature.)  From 
God  our  Father.     It  is  GOD  who  calls. 

6.  The  evidence  of  genuineness  with  which  it 
comes. — (Seal.)  God  has  given  us  very  many 
proofs  that  this  is  His  Gospel.     This  is  the  best. 


EXAMPLE   LESSONS.  81 

It  just  suits  the  sinner  in  every  condition.  Who 
could  so  satisfy  the  heart  of  man  but  He  who 
created  it? 

7.  From  whence  it  comes. — (Post-mark.)  From 
Heaven.  It  is  a  "heavenly  calling."  The 
mark  of  Divine  love,  the  savor  of  the  holy  land, 
the  sweet  perfume  of  the  "  ever  green  shore"  is 
upon  it. 

8.  It  comes  to  us  free. — (The  Stamp  post-paid.) 
"Without  money  and  without  price."  Who- 
soever will  may  take  "  freely."  Free  to  us.  But 
it  cost  the  Son  of  God  the  travail  of  soul  which 
He  endured  for  sinners.  The  salvation  which  is 
brought  to  us  was  bought  "with  the  precious 
blood  of  Christ."  How  joyously  should  we  re- 
ceive this  glad  tidings,  and  how  gratefully,  how 
freely,  and  how  speedily  accept  the  mercy  which 
is  extended  to  us ! 


82  EXAMPLE   LESSONS. 

No.    7. 

7  HE     ^LETTEF}. 

Lesson  III. 

[Objects. — A  letter-press  and  book  may  be  used  with  the  letter.  A 
waste  basket  with  scraps;  and,  if  possible,  a  bound  volume  of 
manuscripts.] 

THE  EFFECTUAL  CALL-JUDGMENT  RECORDS. 
2  Corinthians  III.  2,  3. 

This  lesson  is  more  particularly  an  explana- 
tion of  the  Scripture  passage  above,  — "  The 
Epistle  of  Christ." 

1.  What  the  Letter  is  written  with. — This  with 
ink,  which  stains  indeed,  but  which  fades  out. 
The  Epistle  of  Christ  with  the  Spirit  of  God, 
whose  marks  are  abiding. 

The  blank  page  is  dumb ;  conveys  no  thought 
to  the  mind ;  but,  when  written  upon,  it  speaks 
the  thoughts  of  the  writer.  So  the  Spirit  bears 
witness  with  our  own  spirits,  and  to  those  around, 
that  we  are  Christ's.  Our  souls  thus  become  an 
image  and  utterance  of  the  mind  of  our  Lord 
Jesus. 


EXAMPLE   LESSONS.  83 

2.  What  the  Letter  is  written  on. — Paper,  or 
tablets,  or  rolls  in  the  olden  time.  The  Epistle 
of  Christ  on  fleshly  tables  of  the  heart.  The 
stone  tablet  over  the  church  will  endure  when 
every  heart  beating  here  within  these  walls  is 
decayed.  The  marble  stone  over  the  grave  will 
bear  our  names  when  these  fleshly  hearts  are 
dust.  But  it  is  not  the  flesh  that  is  meant  here ; 
it  is  the  soul;  the  thinking  and  loving  part  of  us. 
And  that  endures  forever.  The  writing  put  on 
them  will  last,  yes,  and  grow  brighter  and 
clearer,  when  the  world  itself  is  consumed.  The 
records  which  the  Holy  Ghost  puts  upon  our  im- 
mortal spirits  are  immortal. 

The  contrast. — Epistles  of  Satan.  (Jer.  xvii.  1.) 
"  The  sin  of  Judah  is  written  with  a  pen  of  iron 
and  with  the  point  of  a  diamond ;  it  is  graven 
upon  the  table  of  their  heart."  Every  sin  leaves 
a  deep  trace ;  writes  its  frightful  features  upon 
the  soul ;  covers  it  with  foul  thoughts  and  dark 
blots.  How  careful  should  we  be  to  keep  our 
hearts  with  diligence ! 

Can  these  sin-stains  be  removed?  E.g.,  there 
are  ink  stains  that  cannot  be  removed  save  by  a 


84  EXAMPLE   LESSONS. 

chemical  fluid  compounded  for  that  purpose. 
And  there  is  a  way  by  which  the  soul  of  man 
may  be  cleansed;  the  blood  of  Jesus  Christ 
cleanseth  from  all  sin.  Is  it  not  well  to  have  the 
heart  thus  washed,  and  written  upon  with  the  holy 
characters  of  the  Spirit, — love,  joy,  peace,  faith, 
virtue,  knowledge,  temperance,  patience,  godli- 
ness, brotherly  kindness,  charity?  These  are  the 
alphabet ;  the  words  written  upon  the  "  Epistle 
of  Christ." 

Which  is  your  choice  ?  To  be  an  Epistle  of 
Christ,  or  of  Satan  ?    "  Choose  ye,  this  day !" 

3.  The  File;  or,  the  Letter-press  and  Book. — 

Explain  the  process  by  which  exact  copies  of  all 
letters  are  kept. 

God  has  on  high  an  exact  record  of  every 
human  character.  We  cannot  deceive  Him; 
Judgment-day  will  make  all  things  manifest; 
whether  good  or  evil,  they  will  be  known. 

Nay;  the  record  is  on  our  own  hearts.  Our 
own  hearts  will  condemn  us.  E.g.,  there  is  a  kind 
of  ink  with  which  one  may  write,  and  all  marks 
remain  hidden  until  brought  out  by  holding  the 


EXAMPLE    LESSONS.  85 

paper  in  the  fire,  or  applying  a  certain  fluid  pre- 
pared for  the  purpose.  Thus,  it  may  be,  the 
records  on  our  hearts  of  all  thoughts,  good  and 
bad,  shall  be  brought  out  at  the  Judgment-day. 
God  will  then  bring  to  light  every  secret  thing. 
The  Epistles  of  Christ,  God  will  then  approve 
and  honor,  and  bind  together  in  the  sure  bundle 
of  eternal  life.  But  the  Epistles  of  Satan  he  will 
cast  out  and  burn  in  fire  unquenchable.  God 
save  you  all  from  that  sad  doom !  [Illustrate 
these  points  by  the  bound  volume  and  the  waste 
basket.] 

N.  B. — Frequent  occasions  appropriate  for  any  of  the  above  les- 
sons occur  in  every  school,  as  the  receiving  of  a  letter  from  an  absent 
pastor,  superintendent,  or  teacher.  Superintendent  or  pastor  may, 
however,  arrange  the  whole  of  the  above  for  one  children's  sermon. 


86  EXAMPLE   LESSONS. 

No.  a 
7  he    ^VIatch. 

[Objects. — A  few  matches  in  a  box ;  some  lying  loose  upon  the  tray.] 

1.  Ability  to  be  kindled. — Undeveloped  influ- 
ence and  powers.  Made  to  burn.  "  No  man 
liveth  to  himself." 

Q.  What  is  this  ?  describe  it ;  what  is  it  made 
out  of  ?  why  of  such  materials  ?  &c. ;  what  is  it 
made  for? 

2.  It  burns  to  good  or  evil  purpose. — Every  one 
ought  to  live  to  glorify  God,  to  serve  his  fellows, 
to  improve  his  own  soul.  Many  live  for  just  the 
opposite.  All  must  live  for  one  or  the  other. 
Which  shall  it  be  with  you  ? 

Q.  What  should  we  want  with  such  a  thing  as 
this  ?  of  what  good  is  it  ?  (Light  a  fire  to  warm 
by  and  cook  by ;  can  light  a  lamp  or  lantern.) 
What  harm  may  be  done  with  it?  (Burn  down 
houses,  &c.) 

3.  The  friction. — The  power  for  good  is  brought 
out  by  Sunday-schools,  churches,  good  compan- 


EXAMPLE    LESSONS.  87 

ions,  good  books.  Powers  for  evil  by  beer  shops, 
theatres,  vile  books,  bad  associates,  &c.  Whose 
hands  shall  strike  the  match  for  you, — the  hands 
of  God's  children  or  of  Satan  ?  In  whose  service 
shall  your  life  and  powers  be  spent, — in  Christ's 
or  the  Devil's  ?     "  Choose  ye  this  day !" 

Q.  What  is  this  little  black  ball  on  this  end 
for  ?  how  shall  I  light  the  match  ?  why  should 
T  do  that?  &c. 

4.  The  Match  once  burnt  out  cannot  be  lit. — But 

one  life ;  one  probation.  Now  is  the  accepted 
time.  Beware  of  a  wasted  life ;  once  gone,  it  is 
forever  gone ! 

Q.  [Take  the  burnt  end  of  a  match  and  try  to 
light  it.]  How  are  we  to  make  matches  burn  ? 
See  me  try  this  one.  Why !  it  will  not  burn ! 
Again:  still  no  light!  What  is  the  matter? 
(It  is  burnt  out !) 


88  EXAMPLE   LESSONS. 

No.  9. 

*Q]LD     l^AQg    /.ND    *\YHIT£    pAPEF(. 

[Objects. — A  small  basket  containing  soiled  rags  ;  a  plain  sheet  of 
white  paper.] 

2  CORINTHIANS  V.  17. 

1.  Our  state  by  Nature. — Our  souls  soiled  with 
sin;  even  "our  righteousnesses  are  as  filthy 
rags."   (Isaiah  lxiv.  6.) 

2.  Our  state  by  Grace. — [The  white  paper.] 

3.  The  great  Change  wrought— how?-  "Compare 
the  two,  and  describe  paper-making.] 

E.g.,  the  Rag-pickers.  Something  more  than 
washing  has  made  this  great  change.  The  rags 
have  been  made  into  a  new  article.  [Describe 
the  process.]  So,  if  any  man  be  in  Christ  Jesus 
he  is  a  "  new  creature  ;  old  things  are  passed 
away,  all  things  are  become  new."  Who  will  be 
the  "old  rags"  boy  or  girl?  Who  will  be  the 
"  white  paper"  ? 


EXAMPLE   LESSONS.  89 

No.  lO. 

Jhe  Yah  m  the  J4and. 

[Objects. — A  fan  ;  a  large  dish  or  waiter,  containing  wheat  mixed 
with  dust,  and  scraps  of  straw,  and  chaff,  and  paper.] 

MATTHEW  III.  12,  sq. 

1.  The  Fan — Represents  the  Truth  and  Judg- 
ments of  Jesus  Christ. 

2.  The  Wheat — The  Righteous. 

3.  The  Chaff — The  Wicked,  the  finally  im- 
penitent. 

4.  The  Hand — Represents  the  Lord  Jesus,  who 
sends  out  his  Spirit,  his  truth,  and  judgments  to 
separate  the  Good  and  the  Evil,  both  now  and 
hereafter. 

Show  the  mixed  condition  of  the  wheat  and 
chaff  upon  the  waiter.  Show  the  difficulty  of 
separation,  by  getting  some  of  the  little  ones  to 
pick  out  grains  of  wheat  and  lay  in  a  heap. 
Imitate  the  ancient  process  of  winnowing,  throw- 
ing up  the  mixed  mass  from  the  waiter,  having 
one  of  the  scholars  use  the  fan  gently. 

8* 


90  EXAMPLE   LESSONS. 

No.   11. 

JhlE    ^HALK    ^RyVYOJMiS. 

[Objects. — Two  chalk  crayons, — one  white,  one  red.    A  piece  of 
white  marble,  or  other  stone.] 

JOHN  II.  17 ;  IV.  34. 

What  can  you  tell  me  about  this  crayon  ? 

1.  White. — Jesus  is  holy.  The  marks  which 
He  leaves  upon  our  souls  are  pure  and  beautiful.* 
Thus  should  we  also  be. 

2.  Writes. — Jesus  writes  the  law  on  our  hearts. 
Transfers  his  own  purity  to  our  own  dark  cha- 
racter, leaving  lessons  of  purity,  beauty,  truth. 
So  should  we  leave,  by  our  words  and  ivories,  im- 
pressions of  good  upon  all  around.  E.g.,  "Foot- 
prints on  the  sands  of  time." 

3.  Wears  away  by  use. — Christ  gave  himself; 
wore  himself  out  for  sinners.     He  was  bruised 

*  The  teacher  may  use  here  the  method  of  covering  the  red 
word  Sin  with  the  white  chalk,  to  illustrate  Justification,  which  is 
used  Blackboard,  Text  Lesson,  No.  4. 


EXAMPLE   LESSONS.  91 

for  our  transgression.  Thus  only  could  we  have 
been  saved. 

He  is  in  this  our  Exemplar ;  the  Divine  ideal 
of  the  perfect  man.  The  God  in  flesh  is  Jesus 
Christ,  the  infinite  self-sacrificer.  "Perfect 
through  suffering." 

Note :  the  chalk  must  be  soft,  to  make  it  use- 
ful ;  it  must  part  easily  with  its  particles.  This 
marble,  white  and  beautiful  as  it  is,  leaves  no- 
thing but  scratches  on  the  board.  A  yielding 
disposition,  a  self-denying  spirit  is  required  for 
Christian  usefulness.  He  that  would  be  chief, 
must  be  servant  of  all. 

Suppose  our  marks  be  ill  made,  thus  :  [Write 
on  the  board,  in  irregular  and  crooked  characters, 
the  three  words,  "  Words,  Works,  Ways."]  Or 
suppose  we  write  evil  or  false  lessons  here ;  we 
have  done  a  very  great  wrong  indeed ;  we  shall 
be  shamed  and  condemned  for  our  sad  doings. 
But,  then,  Jesus  Christ  can  wash  away  all  our 
sins  [erase  the  marks  on  the  board],  as  I  rub 
these  out! 


92  EXAMPLE   LESSONS. 


No.  12. 


[Objects. — A  glass  vase,  as  beautiful  as  the  finances  of  the  teacher 
will  justify,  containing  a  few  choice  flowers,  if  possible ;  without 
water.     A  small  hammer.] 

1.  The  original  glory  and  beauty  of  Man. — [After 
having  brought  out  this  point,  and  while  enlarg- 
ing upon  the  beauty  of  the  vase  on  the  tray, 
break  it  by  a  quick  blow.] 

2.  The  Ruin  of  Man. — (a.)  How  far,  how  utterly 
fallen,  (b.)  The  baseness  of  those  who  by  their 
wicked  temptations  help  to  destroy  the  beautiful 
image  of  God.  (c.)  God's  angry  visiting  of  des- 
truction upon  the  wicked. 

3.  The  Restoration.  —  [Call  up  some  of  the 
scholars,  and  attempt  to  put  the  pieces  together 
again.]  It  cannot  be  done !  Is  there  any  way 
by  which  these  might  be  restored  to  their  former 
shape  ?  (Melted  by  the  glass-moulder  and  made 
anew.)  So  man's  heart  must  be  melted  by  the 
love  of  God,  and  moulded  anew  in  Christ  Jesus 
after  the  image  of  holiness. 


EXAMPLE  "LESSONS.  93 

No.  13. 

Jhz  }3a;3ket  of  ^\pple£.* 

[Objects.— A  plain  basket  or  dish  containing  sound,  rosy,  ripe 
apples.  A  silver  fruit-basket  containing  rotten  apples,  covered 
with  a  napkin ;  the  basket  being  exposed  to  view.] 

LUKE  XII.  1-10. 

1.  Let  us  sit  in  judgment  upon  these  two  dishes 
of  Apples. — The  whole  school  shall  be  the  judges. 
Which  seems  to  be  of  most  value,  judging  from 
appearances  alone  ?  [Uncover  the  rotten  fruit.] 
Beware  of  the  leaven  of  the  Pharisees.  Outward 
appearances  alone  do  not  satisfy  the  claims  of 
God's  word,  nor  make  a  good  character. 

2.  God  shall  thus  sit  in  judgment  upon  you  all.— 

Your  true  characters  shall  be  exposed.  Every 
"refuge  of  lies"  removed  in  that  day.  Nay, 
"out  of  your  own  mouth"  He  will  condemn 
you. 

3.  Which  is  the  good  fruit?— Which  the  bad?— 

*This  lesson  is  taken,  in  the  main,  from  Jer.  xxxiv. 


94  EXAMPLE   LESSONS. 

Which  do  you  elect  ?  Just  as  you  have  acknow- 
ledged the  good  and  bad  here,  so  will  God  do. 
The  good  he  will  elect  for  the  joys  of  heaven ; 
the  bad  he  will  cast  away.  E.  g.y  the  Gospel 
net;  good  and  bad  fishes;  the  wheat  and 
tares. 


EXAMPLE   LESSONS.  95 

No.  14. 

JhE     ^JVt  I  RRO  F(. 

[Objects.— A   looking-glass.     A  broken   mirror,  or  fragments;  a 
small  convex  and  concave  mirror.     A  pane  of  window-glass.] 

EDUCATING  CONSCIENCE. 

1.  A  good  Conscience  a  faithful  monitor. — As  a 

mirror  in  good  condition  gives  a  true  reflection 
of  all  things,  fair  or  foul,  lovely  or  unlovely, 
which  can  come  before  it,  so  "  a  good  conscience" 
gives  back  to  us  a  true  judgment  of  all  our  words 
and  acts.     It  is  a  "  faithful  monitor." 

2.  A  bad  Conscience  a  lying  witness. — A  bad 

conscience  returns  false  views  of  truth,  as  a  bad 
mirror  returns  marred  images  of  objects. 

3.  Causes  and  evidences  of  a  bad  Conscience. 

(a.)  [Breath  upon  the  glass.]  Sins,  appetite, 
evil  passion,  prejudice,  ignorance,  &c.  Keep  a 
conscience  void  of  offence. 

(b.)  [The  concave  and  convex  mirrors.]  Dis- 
torted views  of  truth  and  duty.  Too  large, — pre- 
senting the  world,  its  pleasures,  our  own  merits, 


96  EXAMPLE    LESSONS. 

others'  faults,  in  magnified  form.  Too  small, — 
presenting  our  sins,  others'  virtues,  the  heavenly 
world,  the  claims  of  God,  in  diminished  view. 
Many  "  little  sins,"  so  called,  become,  before  a 
true  conscience,  the  hideous  things  they  really 
are ;  prevarication  and  exaggeration  become  "  a 
lie ;"  sharp  dealing  becomes  "  theft,"  &c. 

4.  Educating  Conscience.  —  [The  preparation 
upon  the  inner  surface  of  the  mirror  described. 
Must  be  something  that  will  reflect  the  light.] 
It  is  a  conscience  educated  by  Divine  truth ;  one 
which  will  cast  upon  all  objects  the  Light  of 
Christ's  Example  and  Doctrine,  which  alone  will 
give  a  true  answer  before  God.  [Water,  mud, 
wine, — none  of  those  objects  will  answer  this 
purpose.]  Nor  will  philosophy,  morals,  false 
religions,  scientific  or  literary  education,  social 
culture,  alone  make  our  consciences  truthful  mir- 
rors of  duty.  Christ  on  the  heart — that  must 
be.  [Try  if  we  can  make  a  mirror  of  this  win- 
dow pane.]  No !  man's  heart  alone,  however 
well  polished  by  secular  truth,  gives  no  sufficient 
answer.     [Here  is  a  faint  image,  true.]      Christ 


EXAMPLE    LESSONS.  97 

must  be  on  the  heart;  and  Conscience  then  is, 
indeed,  good.  [Erasing  some  of  the  preparation.] 
The  less  of  Christ,  the  more  marred  the  image. 

5.  Destroying  Conscience. — [Breaking  the  frag- 
ments of  mirror.]  So  men  sometimes  deal  with 
their  consciences.  Destroy  them  by  wilful,  hab- 
itual sin.  But  in  the  Day  of  Judgment,  in  the 
hour  of  remorse,  as  every  fragment  of  this  glass 
reflects  an  image  now,  so  a  conscience,  then 
awakened,  shall  give  back  a  thousand  answers 
of  truth,  of  duty,  which  shall  reproach  and  har- 
row the  soul,  u  Remorse — remorse  !"  Beware 
of  the  "  worm  that  dieth  not !" 


98  EXAMPLE   LESSONS. 

No.   15. 

fHE    |3lT    AND    |3f[ID^JE. 

[Objects. — A  bridle  and  reins ;  a  curb-bit  •,  a  blind.] 
SELF-KESTKAINT. 

1.  Need  of  Self-Restraint. —  [Describe  the  con- 
struction, purpose,  and  use  of  the  bridle  and  bit.] 
Our  passions  wild,  ungovernable,  in  great  need 
of  restraint  and  direction. 

2.  The  consequences  of  an  Unrestrained  Spirit. 

— [Describe  the  horse  without  these;  or  the 
horse  who  refuses  to  yield  to  them;  the  conse- 
quences so  fatal  often.]  Such  the  man  whose 
passions  are  unrestrained — violent,  useless,  hurt- 
ful, feared,  despised,  and,  in  the  end,  ill  used. 

3.  The  rewards  of  Self-Restraint. — [Describe  the 
horse  who  yields  to  the  bit.]  The  man  who 
keeps  under  his  spirit  becomes  useful  to  others 
in  all  the  walks  of  life ;  obtains  influence  over 
others ;  draws  them  after  him  along  the  way  to 
heaven;  is   respected,  valued,  cared  for,  happy. 


EXAMPLE    LESSONS.  99 

He  is  the  true  soldier,  conqueror,  nobleman. 
He  is,  for  the  word  means  just  this,  a  Gentle-man. 
[Write  the  word  on  the  board.] 

4.  The  Curb-Bit.  —  The  more  stubborn  and 
vicious  our  passions,  the  more  we  must  restrain 
them.  "  Such  a  temper"  is  no  excuse  for  out- 
breaks of  anger  and  ill  nature. 

5.  The  Blind. — Horses  that  are  liable  to  scare 
at  objects  along  the  way  need  to  have  these  shut 
out  from  view,  and  their  vision  directed  straight 
before  them.  There  are  skittish  tempers;  so 
apt  to  shy  off  on  every  occasion  ;  to  take  offence 
where  none  was  intended ;  to  show  offence  at  the 
slightest  provocation.  Is  such  your  temper? 
The  Bridle  needs  to  be  "blinded."  Do  not  notice 
provocation  ;  keep  away  from  the  cause ;  let  the 
eye  look  straight  before  to  the  path  of  duty,  to 
the  example  of  the  meek  and  lowly-hearted 
Jesus. 

6.  Bitted  and  bridled  with  every  lawful  Restraint, 

— Let  the  reins  lie  in  the  hand  of  dear  Jesus ;  to 


100  EXAMPLE   LESSONS. 

take  his  yoke  upon  us  is  honor ;  to  be  subject  to 
his  power  and  control  is  the  proudest  conquest, 
the  most  noble  freedom !  Alas,  for  him,  who  edu- 
cates, controls,  develops  all  his  faculties  only 
that  he  may  be  driven  the  more  freely  and  surely 
in  the  service  of  Satan ! 


EXAMPLE   LESSONS.  101 

No.   16. 

flHE     pJLUMB^INE. 

[Objects. — A  plumb-line,  water-level,  and  square.     A  short  board 
with  uneven  surface.] 

[Bring  out  the  use  of  these  instruments,  viz. : 
to  show  whether  work  be  done  rightly;  walls 
built  in  straight  lines ;  planks  or  stones  dressed 
level.  Use  the  various  instruments  upon  the 
walls,  table,  &c. ;  and  call  up  several  scholars  to 
test  the  board,  and  pronounce  upon  it.] 

In  youth  one  is  just  building  his  character. 
It  is  important,  in  order  to  rightly  build,  to  have 
proper  tests  of  true  character.  Here  are  plumb- 
lines  by  which  to  build  a  true  Christian  life. 

1.  The  word  of  God.     Psalm  cxix.  9. 

2.  The  life  of  Jesus. 

3.  A  Christian  conscience. 

4.  Each  one's  life  should  be  a  Plumb-Line  to  all 
others. — "  Be  ye  followers  of  me,"  said  Paul.  See 
1  Cor.  xi.  1 ;  Heb.  vi.  12.  Frequent  tests.  Build 
rightly  as  you  go,  and  all  will  be  well. 

The  especial  need  of  a  true  foundation. 

9* 


102  EXAMPLE   LESSONS. 

No.   17. 

-QoD'g     ^OD?. 

[Objects. — A  bunch  of  rods.    A  whip.] 

1.  The  Rod  of  Reproof. — Sorrows,  losses,  pains. 
(Ps.  lxxxix.  32.)  These  for  our  good.  What 
do  men  whip  horses  for?  (To  make  them  go 
rightly.)  But  some  wicked  men  whip  them 
from  sinful  anger.  God  does  not  do  so !  "  He 
dees  not  afflict  willingly,  nor  grieve  the  children 
of  men." 

2.  The  Rod  of  Sin. — Self-scourging!  but  of  dif- 
ferent kind  and  with  different  intent  than  the 
Romish  penitents.  There  is  a  good  bunch  of 
these  rods.  Prov.  xiv.  3,  rod  of  Pride ;  Prov. 
xxii.  8,  rod  of  Anger.  Sins  rebound  upon  the 
sinner's  head ;  they  find  him  out ;  "  come  home 
to  roost." 

God  does  not  order  sin,  but  orders  that  it 
shall  be  a  rod  to  scourge  the  sinner.  E.g., 
David's  sin;  Judas's  sin. 


EXAMPLE    LESSONS.  103 

3.  Rod  of  Comfort, — (Ps.  xxiii.)  God  protects 
His  children,  as  David  did  his  flock  from  the  lion 
and  the  bear.  He  directs,  restrains,  and  defends. 
Happy  are  we  if  we  can  say  :  "  Thy  rod  and  Thy 
staff  they  comfort  me !" 


104  EXAMPLE  LESSONS. 

No.   18. 

f  H  E     -$AfiDLE. 

[Objects. — Two  candles,  burning,  in  mantel-candlesticks  with  glass 
drops  ;  between  them,  the  pulpit  Bible ;  a  bouquet  of  flowers ;  two 
candles ;  a  small  Christmas  taper.] 

MATTHEW  V.  15,  16. 

1.  Every  life  should  be  a  Light  for  others. 

What  is  the  candle  made  for? — (To  give 
light.)  I  will  write  that  on  the  board, — Give 
Light.  And  what  is  this  that  the  candle  sets 
in?  What  is  the  candlestick  for?  What  is 
light?  Is  the  word  used  in  the  Bible?  Yes, 
often ;  as  a  figure  of  God,  of  Christ,  of  the  truth, 
of  good,  of  holiness. 

God  has  so  made  us  that  we  can  all  do  some 
good.  We  can  shine  upon  others.  We  can  do 
them  good;  show  them  the  right  way.  How? 
(Talk  to  them;  pray  for  them,  &c.)  This  is 
your  duty ;  God  requires  it ;  and  dear  Jesus  has 
done  so  much  for  you ! 

"  But  I  am  so  little."  True,  yet  even  children 
can  do  a  great  deal ;  have  done  a  great  deal.    Do 


EXAMPLE   LESSONS.  105 


-J 


what  you  can,  and  then  God  will  approve,  say- 
ing, "She  hath  done  what  she  could."  What 
is  this?  [Hold  up  the  taper.]  (A  taper  for 
Christmas  trees.)  Is  it  large?  (No.)  Can  it 
make  much  light?  (No.)  Some?  (Yes.)  Do 
you  remember  our  Christmas  Festival?  how, 
when  the  gas  was  turned  down  and  all  the  little 
tapers  lit,  what  a  beautiful  sight  it  was !  Does 
this  make  as  much  light  as  this  candle?  (No.) 
But  it  shines.  Make  as  great  a  light  as  you  can ; 
that  is  what  God  asks.  Do  not  hide  your  light 
under  a  bushel.  How  do  young  people  hide 
their  lights  ?  (They  do  not  pray ;  do  not  come 
to  Sunday-school ;  do  not  obey  parents ;  do  not 
try  to  get  others  to  come  to  Sunday-school ;  do 
not  study  lesson,  &c.)  You  see  there  are  a  great 
many  ways  by  which  we  hinder  our  influence 
from  going  out  upon  others  for  good. 

Every  one  should  work  for  Jesus ;  shine  right 
out ;  and  so  others  will  be  helped  and  blessed ; 
and  others  will  be  taught  to  shine.  (E.g)  I  have 
watched  our  sexton  lighting  the  gas  in  the 
chapel.  He  lights  a  little  taper ;  then  takes  it 
around  the  room ;  turns  on  the  gas,  and,  by  and 


106  EXAMPLE   LESSONS. 

by,  all  the  church  is  in  a  blaze !  See,  I  take 
this  candle,  put  it  in  the  blaze  of  the  burning  one, 
and  now  it  burns,  too  !  So  you  may  do  with 
your  fellows. 

Look  at  this  other  burning  candle.  What  did 
it  do  while  I  was  lighting  the  taper  ?  {Shane.) 
If  you  can  do  nothing  else,  you  can,  at  least, 
stand  in  your  place  and  shine.  Christian  Ex- 
ample is  a  great  means  of  good.  Live  Christ; 
others  will  see  and  glorify  your  Father.  God 
puts  you  in  the  family  circle,  as  this  candle  is  in 
the  candlestick;  he  puts  you  in  the  Sunday- 
school  class,  in  the  church,  in  the  day-school,  so 
that  your  light  may  be  held  up  and  reach  others. 
Let  every  one  of  your  friends  see  that  your  works 
are  good.     Your  example  will  teach. 

{E.g.)  My  old  cat  had  four  beautiful  kittens. 
I  tried,  one  day,  to  teach  them  to  drink  milk  out  of 
a  saucer.  I  put  in  their  little  white  noses ;  they 
only  sneezed,  and  shook  their  heads.  I  put  them 
in  the  dish;  they  paddled  about  and  crawled 
out.  I  gave  it  up.  By  and  by  I  saw  our  cook, 
who  had  been  watching  me,  with  a  smile  on  her 
face,  place  a  dish  of  milk  on  the  floor,  and  call 


EXAMPLE   LESSONS.  107 

up  the  old  cat.  She  began  lapping  heartily ; 
gave  a  low,  loving  "  Ma-ow  !"  the  little  kits  ran 
up;  down  went  every  nose  into  the  dish,  and 
they  all  began  to  do  just  as  the  old  cat  did, — lap, 
lap,  with  their  tongues.  Example  taught  them. 
(E.g.)  How  much  the  Dairyman's  Daughter  has 
done  for  good  by  her  pious  life,  although  a  poor 
girl  in  humble  station !  A  gentleman  passed 
through  the  churchyard,  in  England,  where  she 
lies  buried,  and  saw  a  lady  and  a  little  girl  sitting 
by  her  .grave.  The  lady  was  telling  the  story 
of  the  Dairyman's  Daughter,  and  the  tears  were 
flowing  down  the  child's  face.  That  mother  was 
the  Duchess  of  Kent,  and  the  little  girl,  Yictoria, 
now  England's  queen.  Ah!  the  light  even  of  a 
little  taper  shines  very,  very  far !  So,  dear  chil- 
dren, do  your  duty,  live  holy  lives,  abound  in 
good  works,  and  God  will  bless  your  shining. 

2.  Our  Life  made  useful  by  "  Christ  within." 

What  is  the  difference  between  these  candles 
in  my  hand  and  this  ?  (One  is  lit  and  the  others 
are  not.)  Can  I  light  these  by  the  burning  can- 
dle ?     Will  they  light  each  other  ?     If  I  wanted 


108  EXAMPLE   LESSONS. 

to  go  into  yonder  room  and  look  up  something, 
would  these  help  me,  just  as  they  are  ?  What 
must  I  do  with  them  ?  How  could  I  light  these? 
(At  the  burning  candle.)  But  how  was  it  lit? 
Well,  I  cannot  decide ;  it  was  lit,  I  know,  or  it 
could  be  of  no  service  in  giving  light.  Now, 
children,  I  want  to  write  something  else  on  the 
board, — Be  lit.  We  must  all  go  to  dear  Jesus, 
who  is  the  Light,  and  receive  salvation  and  every 
grace.  That  is  the  only  way  by  which  our  lives 
can  be  made  useful  as  Christians. 

3.  Life  is  fast  passing. 

Tell  me  the  difference  between  this  candle 
in  my  hand  and  this  on  the  candlestick.  (It  is  not 
burning.)  We  had  that;  any  other  difference ? 
[Place  it  beside  the  burning  candle.]  Ah,  it  is 
longer.  Why?  (One  is  burnt  off.)  Burning, 
then,  wastes  aAvay  the  candle;  it  is  growing 
smaller  all  the  time.  So  our  lives  every  hour 
and  moment  are  growing  shorter.  [Write  Burn- 
ing Away  on  the  board.] 

4.  Bad  Habits  waste  Life. 

But   this   long    stream    of  grease    down    the 


EXAMPLE    LESSONS.  109 

sides,  what  makes  that?  (The  wind  from  the 
open  window.)  The  candle  is  burning  away  too 
fast !  Sometimes  little  motes  get  on  the  side, 
thus.  [Place  a  bit  of  paper  or  match  upon  it.] 
What  do  they  do  ?  Now  I  shall  write  on  the 
board, — Motes.  Children,  you  have  your  motes, 
— bad  habits.  Name  some  of  them.  (Smoking, 
lying,  anger,  drinking,  Sabbath-breaking,  &c.) 
These  waste  life,  destroy  influence,  ruin  charac- 
ter, squander  means,  and  often  destroy  souls. 

5.  The  whole  Life  given  to  God. 

How  long  ought  a  candle  to  burn  ?  (Till 
burnt  out.)  I  write  that  down.  Serving  Jesus 
all  our  days.  Doing  good  until  we  die.  Never 
ceasing  to  shine.  We  put  out  candles  often; 
why?  But  it  is  always  dark  with  sin  around  us ; 
our  good  words,  and  good  works,  and  good  exam- 
ple are  always  needed.  Even  in  old  age  we  are 
to  work  for  Jesus,  and  to  hope  to  do  good.  We 
used  to  save  the  candle-ends  to  go  to  bed  by, 
when  I  was  a  lad ;  they  were  of  some  use,  you 
see.     So  may  be,  and  should  be,  even  the  ends 

of  life,  the  last  days. 

10 


110  EXAMPLE    LESSONS. 

6.  The  worst  Life  may  be  made  glorious  by  Grace, 

What  are  candles  made  of,?  You  have  seen 
the  batchers  trim  off  from  the  meat  the  tal- 
low and  throw  it  in  a  heap  under  the  counter. 
The  fat  is  scraped  from  the  offals  of  the  beef, 
melted,  refined,  and  moulded  into  candles.  It 
neither  looks  nor  smells  very  nice  when  it  goes 
to  the  factory;  but,  see  it  now,  shining  here, 
even  in  the  very  house  of  God  !  So  we,  though 
sinners,  though  unworthy,  though  of  evil  life, 
though  gathered  out  of  the  very  worst  influences 
and  company,  from  the  very  lowest  walks  of  life, 
may,  by  God's  grace,  be  made  fit  to  shine  before 
men  and  show  the  Father's  glory  here;  and  at 
last  to  shine  in  the  Temple  above — the  House 
not  made  with  hands.     [Write,  Made  of — Md. 

TO  BE.] 

7.  Life  made  perfect  little  by  little. 

One  thing  more.  How  are  candles  made? 
Several  ways,  you  see.  Let  me  tell  you  the  old- 
fashioned  way.  [Describe  the  process  of  dipping 
candles.]  We  called  them  "  tallow  dips."  Why 
were  they  dipped  in  and  out  that  way  ?     When 


EXAMPLE    LESSONS.  Ill 

should  the  dipping  stop?  Suppose  they  were 
only  dipped  into  the  tallow  once  or  twice,  what 
then  ? 

Now,  children,  if  you  would  be  useful,  you 
must  have  Christian  character;  if  very  useful, 
you  must  be  intelligent  Christians.  The  more 
you  pray,  the  more  you  study  the  Bible,  the  more 
you  will  gather  the  substance  of  a  Christian  life, 
and  the  longer  and  the  brighter  will  be  your 
shining  before  men.  Our  Sunday-school  is  to 
help  you  to  that;  the  church,  and  the  instructions 
of  home,  help  to  that.  It  is  "here  a  little  and 
there  a  little ;  line  upon  line,  and  precept  upon 
precept."  And  so  you  grow  in  grace  and  in  the 
knowledge  of  Jesus  Christ.  Did  you  ever  see  a 
candle  go  out?  It  grows  dim,  dimmer;  flares 
up;  sinks  in  the  socket!  But  "the  path  of  the 
just  is  as  a  shining  light,  that  shineth  more  and 
more  unto  the  perfect  day."     [Write,  Growing.] 

Our  candle  will  soon  be  burned  out;  it  can 
never  be  lit  again.  Our  lives  will  soon  end ;  but 
we  will  not  cease  to  live, — "  They  that  be  wise 
shall  shine  as  the  brightness  of  the  firmament, 
and  they  that  turn  many  to  righteousness  as  the 


112  EXAMPLE   LESSONS. 

stars  forever  and  ever."  Let  us  all  so  live  that 
we  may  at  last  reach  that  blessed  land  of  which 
the  Apostle  wrote :  "  There  shall  be  no  night 
there ;  and  they  need  no  candle,  neither  light  of 
the  sun;  for  the  Lord  God  giveth  them  light. 
*  *  *  The  Lamb  is  the  Light  thereof,  and  the 
nations  of  them  which  are  saved  shall  walk  in 
the  light  of  it." 


EXAMPLE   LESSONS.  1J3 


No.   19. 


[Objects. — A  locomotive  head-light.  If  this  cannot  be  had,  a  large- 
sized  lamp  with  a  reflector  may  be  used.  A  toy  engine  or  train 
of  cars  upon  the  table  will  add  to  the  illustration.  Many  teachers 
will  find  it  preferable  to  use  this  as  a  Picture  Lesson,  Sketch  a 
track  and  a  locomotive,  with  head-light  throwing  a  flood  of  light 
before  it.] 

I  AM  THE  LIGHT  OF  THE  WORLD —John  viii.  12. 

1.  The  need  of  Christ,  our  Head-Light. 

(1.)  Dangers  —  Obstructions.  — Temptations ; 
oppositions  from  friends ;  from  the  world.  Bun- 
ing  off  the  track. — Ignorance;  neglect  of  duty; 
carelessness ;  zeal  without  knowledge.  Collision. 
— Would  you  go  to  Heaven  ?  There  are  many 
hurrying  the  other  way,  and  they  will  come 
across  your  track.  False  Teachers  Infidels, 
Apostates,  Backsliders,  with  their  false  doctrines 
and  false  lives.  These  dangers  all  plead  elo- 
quently for  the  Head-Light  to  show  the  peril, 
that  you  may  seek  protection. 

(2.)  Difficulties —  One  track  only. — You  must 

he  on  it ;  narrow,  straight.     Broken  rails. — Lack 

10* 


114  EXAMPLE    LESSONS. 

of  opportunity,  as  Sunday-schools,  churches, 
prayer-meetings,  Christian  society.  How  many 
are  delayed,  even  stopped,  by  these  !  Bends  in 
the  road. — One  must  know  when,  where,  and 
how  to  turn  away  from  the  perils  of  sin ;  to  shun 
the  dangers  and  difficulties  of  stream,  mountain, 
swamp,  and  keep  in  the  true  path. 

(3.)  Destinies  involved — Human  life. — -The 
precious  interests  of  the  soul ;  eternal  life.  Broken 
limbs. — Moral  soundness.  Freights. — Treasures 
of  heaven,  that  moth  and  rust  cannot  corrupt. 

2.  The  place  for  and  uses  of  the  Head-Light.— 

At  the  head  of  the  train ! 

(1.)  To  throw  the  light  forward  on  the  track 
tvhere  you  need  it.  Christ  at  the  head  of  all  our 
plans,  policies,  and  acts.  The  Light  of  Religion 
on  every  thing — even  the  smallest  affairs  of  life. 
Look  at  all  things  in  the  Light  of  Christ's  teach- 
ing. Get  the  habit  of  consulting  Christ  upon  all 
matters.  Ask,  first,  how  will  it  affect  my  duty 
to  Him.  "  Seek  first  the  kingdom  of  God."  (E.g.) 
Putting  up  the  light  after  an  accident ! 

The  folly  and  danger  of  giving  Christ  no  place, 


EXAMPLE    LESSONS.  115 

or  any  other  than  the  first  place.  (E.g.)  The 
head-light  between  the  cars,  or  hung  upon  the 
rear! 

(2.)  Keep  your  Light  burning  where  it  can  be 
seen,  at  the  Head  of  the  train,  to  warn  others  off 
the  track.  If  any  are  on  your  track,  it  will  be 
the  signal  for  them  to  get  out  of  your  way.  If 
opposing  trains  should  come  from  opposite  direc- 
tions, they  may  seem  to  threaten  destruction  to 
you.  It  is  well  to  whistle  "down  breaks ;"  to  be 
cautious,  to  examine,  to  see  what  is  the  true 
state  of  things.  If  you  have  the  right  to  the 
road,  it  will  be  soon  seen  and  declared ;  the  false 
claimants  to  the  way, — the  heretics  and  disbe- 
lievers, who  would  endanger  your  progress  toy 
Heaven, — will  have  to  back  out,  and  leave  you 
to  your  course.  But  your  safety  is  in  keeping 
your  own  Light  boldly,  plainly,  at  the  head. 
Often  the  adversaries,  like  the  devils  of  old, 
know  you  are  right  by  the  Light  you  show ;  they 
fear  it  and  withdraw,  shunning  an  encounter. 
With  Christ  at  the  head  and  the  right  on  your 
side,  the  Adversary  cannot  stay  you. 

Sometimes  these  usurpers  of  the  way  are  only 


116  EXAMPLE    LESSONS. 

of  appearance.  {E.g.)  One  night  I  was  stopping, 
belated,  at  Normal,  111.  A  gentleman  had  put 
up  in  front  of  the  hotel  a  patent  lamp,  which  the 
landlord  was  about  to  buy,  to  hang  over  his  doors. 
It  was  on  a  little  post  in  the  front  yard,  near  the 
track  of  the  railway,  and,  on  account  of  a  slight 
bend  in  the  road,  it  looked,  to  one  at  some  dis- 
tance up  the  track,  to  be  right  on  it ;  and  its  bril- 
liancy was  such  that  it  looked  just  like  a  head- 
light. And  so  the  engineer  and  conductor  of  the 
train  thought,  and  stopped  their  train;  backed 
off,  waited,  and  finally  went  forward  to  examine. 
They  found  that  they  had  been  unnecessarily 
alarmed  and  delayed.  The  caution  was  wise  on 
their  part,  nevertheless.  And  very  often  the 
perils  by  the  way,  which  seem  to  threaten  the 
progress  of  Christian  Pilgrims,  are  found  to  be 
only  seeming.  {E.g.)  Bunyan's  chained  lions 
before  the  Interpreter's  house.  Keep  up  the 
Head-Light ;  be  cautious,  watchful,  firm ;  be 
right ;  and  though  you  may  be  hindered,  yet  He 
who  rules  the  Road  will  see  that  you  have  the 
way. 


EXAMPLE   LESSONS.  117 

3.  The  Reflector. 

(1.)  The  means  of  grace  by  which  the  Light 
of  Christ  is  thrown  upon  our  path,  viz. :  the 
Bible,  the  closet,  the  church,  the  Sunday-school. 
These  are  to  reflect  the  light  of  God's  truth  and 
Spirit  upon  our  souls,  to  make  light  our  path. 
But  the  ordinances  and  the  means  of  grace  have 
no  other  object  or  use  than  to  reflect  Christ,  the 
brightness  of  the  Father's  glory.  If  He,  the 
true  Light,  burn  not  in  the  midst  of  them,  they 
are  useless,  no  matter  how  perfectly  polished  and 
made. 

(2.)  Each  one  of  us  should  be  a  reflector  of 
Jesus  Christ.  The  light  that  shines  in  us  should 
shine  around  us.  Thus  others'  paths  may  be 
made  plain.  {E.g.)  Jesus  our  Sun,  but  we  all 
may  be  as  the  Moon. 

(3.)  To  Parents,  Pastors,  and  Sunday-school 
Teachers, — engineers  or  conductors.  It  is  yours 
to  guide  the  train — family,  church,  class.  Solemn 
responsibility !  Can  you  do  it  without  the  Head- 
Light,  Jesus  Christ,  burning  ever  at  the  head  of 
your  little  tram  ? 


118  EXAMPLE    LESSONS. 

4.  Reaching  the  Station. 

Dismissing  the  responsibility,  ceasing  the  toil, 
entering  the  Land  of  Eternal  Light.  Joyous 
end  of  the  perilous  and  wearisome  journey !  Our 
Head-Light  will  be  there,  in  that  Golden  City ; 
nay,  the  "  Lamb  is  the  Light  thereof!" 


EXAMPLE    LESSONS.  119 

No.  20. 

£tljea^inq  the  Jjnk~|3ott%e. 

[Objects. — A  pint  glass  ink-bottle,  labelled,  and  a  few  drops  of  ink 
inside.  A  label  written,  "  Pure  Milk."  A  small  ink-bottle,  black 
inside,  and  a  tack-hammer.  A  stone  water-basin,  placed  upon  a 
stand  decorated  with  foliage,  representing  a  fountain.  A  glass 
tumbler.] 

By  suitable  questions,  bring  out  such  facts  as 
the  following  concerning  the  bottle  : — It  is  glass; 
it  is  black  inside ;  it  is  stained  on  the  outside ; 
it  has  a  label  on  it,  &c. 

1.  Man  created  upright. — What  is  this  made  of? 
Did  it  always  look  black  ?  How  did  it  once  look  ? 
When  did  it  look  clean,  bright?  (Just  after  it 
was  made.)  God  made  man  upright.  He  placed 
him  in  Eden  a  sinless  soul ;  he  had  then  a  clean 
heart. 

2.  Man  defiled  by  Sin. — What  made  this  bottle 
black  ?  Would  water  have  blackened  it  ?  Why 
not  ?  Why  should  ink  do  so  ?  Man  is  defiled  by 
sin ;  he  did  not  stay  holy,  as  God  made  him 


120  EXAMPLE   LESSONS. 

[Eecite  the  story  of  the  Fall.  Describe  the  scene, 
as  in  Ps.  xiv., — God  looking  down  from  heaven ; 
the  various  classes,  ages,  occupations,  sexes,  na- 
tions, races,  which  He  saw ;  but  none  good,  not 
one  !]  This  is  the  condition  of  your  heart ;  it  is 
defiled  by  sin ;  your  souls  are  corrupt  and  offen- 
sive to  God ;  Heaven,  his  home,  is  closed  against 
you,  for  nothing  unclean  can  enter  there. 

3.  Christ's  Blood  the  only  Cleansing  Power. — 

I  hope  you  want  these  hearts  cleansed !  They 
may  be  cleansed ;  their  sin  removed ;  the  curse 
removed ;  heaven  opened  to  you.  Let  us  try  to 
find  out  how  this  can  be.  We  will  take  our 
bottle  again,  and  try  to  get  it  clean. 

(1.)  [Wash  the  outside  in  the  basin.]  Does 
this  cleanse  it?  What  does  it  take  off?  any  thing? 
(The  outside  stains  and  the  label.)  Well,  let  u* 
put  on  a  new  label ;  how  does  this  read  ?  (Pure 
Milk.)  I  paste  it  on.  so !  Now,  is  the  bottle 
clean  ?     (No,  no  !) 

Making  clean  the  outside  of  one's  character 
alone  will  not  do.  Simply  having  the  label, 
"bad  boy"  washed   from   your  name  will  not 


EXAMPLE    LESSONS.  121 

make  you  holy.  Men  may  cease  to  call  you 
sinners;  you  may  reform  some  of  your  bad  habits; 
you  may  have  the  label,  "  Professor"  put  on  you  ; 
but  all  this  will  not  clean  out  the  heart.  Is  not 
this  true?  Let  us  try  again  to  get  our  bottle 
clean. 

(2.)  [Take  the  bottle  in  the  hand  uncorked.] 
There  is  one  thing  about  this  bottle  which  you 
did  not  tell  me  of  awhile  ago :  what  is  it  ?  [The 
children  will  probably  fail  to  give  the  answer 
desired,  viz. :  It  is  not  corked.  After  a  few  an- 
swers, reverse  the  bottle,  and  let  a  few  drops  of 
ink  run  out,  calling  attention  first  to  what  you 
are  doing.] 

Ah,  what  is  this  ?  How  did  it  get  out  ?  Why? 
What  is  this  [holding  up  the  cork]  ?  How  can 
I  stop  the  ink  from  running  out  and  defiling  and 
injuring  surrounding  objects  ?  Well,  then,  I  will 
put  the  cork  in.  Now,  see  [reverse  the  bottle] ; 
it  won't  run  out !     But  is  it  clean  f 

Kefer  to  jails  and  penitentiaries.     Show  what 

the  law  does, — punishes  the   offender;  protects 

the  life  and  property  of  citizens.     But  it  does  not 

reform  character.     Take  a  boy ;  shut  him  up  in 

11 


122  EXAMPLE    LESSONS. 

jail;  his  wickedness  and  violence  will  not  "run 
over"  upon  others,  to  defile  and  injure  them. 
Like  the  ink,  he  is  "  corked  up ;"  but  he  is  not 
cleansed.  The  very  best  and  strictest  govern- 
ment could  not  make  men  good  in  their  hearts. 
God  punishes  us  daily  for  our  sins, — sickness, 
sorrow,  hunger,  poverty,  pain, — but  this  alone 
does  not  and  cannot  make  us  pure  in  heart. 

(3.)  Let  us  try  another  experiment.  I  will 
do  it  with  this  small  bottle,  as  I  want  to  save 
the  large  one.  [Break  the  bottle  with  the  ham- 
mer by  a  smart  blow.  Hold  it  by  the  neck ; 
strike  upon  the  side  and  downward,  and  there 
will  be  no  clanger  of  injuring  the  hand.]  Now, 
please,  Mr.  Superintendent,  pick  up  one  of  those 
pieces,  the  biggest,  and  tell  me,  Is  it  clean  ?  It 
is  not?  Well,  I  thought  so.  But,  children,  do 
you  know  that  there  are  some  people  who  teach 
that  whenever  this  poor  body  of  ours  is  broken 
to  pieces  by  disease  and  death,  the  soul  is  right 
away  made  clean,  and  enters  heaven !  No,  it 
cannot  be ;  do  not  hope  it.  You  might  as  well 
expect  to  cleanse  that  bottle  by  breaking  it ! 

And,  then,  there  are  a  great  many  people  who 


EXAMPLE    LESSONS.  123 

do  not  profess  to  believe  this  doctrine,  but  who 
act  just  as  though  they  really  think  that  death 
brings  the  soul  no  danger.  Trifling  with  Eter- 
nity, delaying  salvation,  Death  conies  quick  and 
unexpected.  They  "  die  in  their  sins,"  and  are 
lost  forever ! 

(4.)  Well,  now,  how  shall  we  get  our  bottle 
clean  ?  Yes,  wash  out  the  inside.  [Dip  the  corked 
bottle  into  the  bowl.]  But  here  is  a  difficulty ; 
the  water  will  not  go  in.  What  shall  I  do  ?  Ah  ! 
take  out  the  cork;  but  I  cannot;  it  is  in  too 
tightly.  Will  you  lend  me  a  knife?  There, 
now  !  the  cork  is  out. 

There  are  people  who  shut  themselves  up 
against  all  good  influences.  Jesus  said:  "Ye 
will  not  come  to  me !"  "  My  people  will  not  con- 
sider." Like  Pharaoh,  they  harden  their  hearts 
against  the  call  of  God.  And  that  opposition 
must  first  be  removed  before  the  soul  is  ready 
to  "  wash  and  be  clean."  We  all  can  give  a  little 
help  in  the  good  work  of  removing  stumbling- 
blocks  out  of  sinners'  ways,  taking  away  their 
difficulties,  and  thus  preparing  the  way  of  the 
Lord. 


124  EXAMPLE   LESSONS. 

Now,  we  will  cleanse  our  bottle.  See  how  the 
stains  come  off  the  inside,  and  the  outside,  too ! 
If  I  should  keep  on  washing,  it  would  very  soon 
be  perfectly  clean.  You  see  what  I  want  to 
teach  you, — "  The  blood  of  Jesus  Christ,  his  Son, 
cleanseth  us  from  all  sin."  "  There  is  a  fountain 
filled  with  blood,"  &c.  To-night  you  will  kneel 
at  mother's  knee,  and  say  your  little  prayer. 
Add  to  it  this:  "Create  in  me  a  clean  heart, 
OGod!" 

Do  not  be  afraid  to  bring  your  heart  just  as  it 
is,  even  the  worst  of  you,  to  dear  Jesus.  He  will 
cleanse  it!  See  this  water,  how  black  it  has 
grown !  [Hold  up  some  of  the  stained  water  in 
a  tumbler.]  It  has  cleansed  the  bottle  by  taking 
its  blackness  into  its  own  particles.  So  Jesus 
has  made  us  righteous  before  God  by  bearing  in 
his  own  body  our  sins  on  the  tree ;  but  all  this 
did  not  make  Him  unclean.  No,  He  is  "  without 
sin  ;"  "  He  knew  no  sin."  His  blood  has  cleansed 
millions ;  might  cleanse  millions  more ;  yet  still 
a  thousand  lost  worlds  might  come  and  find  par- 
don and  cleansing  through  it.  Will  you  come  ? 
and  now,  just  now  f 


EXAMPLE   LESSONS.  125 

No.  91. 

JhE     ^A^lAFiY    |3lF(D. 

[Object. — A  good  singer  in  his  cage.  Place  him  upon  the  table,  in 
full  view  of  the  school.  He  will  probably  enliven  the  exercises, 
especially  the  singing,  by  his  own  cheery  whistling;  but  that  will 
make  the  occasion  so  much  the  more  pleasant.] 

1.  The  Original  State  of  Man.  —  The  original 
condition  of  canary  birds.  Far,  far  back,  many 
canary-generations  ago,  there  was  a  time  when 
the  ancestors,  the  first  parents,  of  this  dear  little 
fellow,  lived,  and  soared,  and  sang  in  the  groves 
and  open  air,  free,  and  strong,  and  independent, 
like  the  sweet  songsters  that  make  our  woods 
ring  with  their  melody. 

2.  Man's  Spiritual  Helplessness  and  Need  of 
Heavenly  Care. — Now  let  us  see  if  we  can  find 
out  some  difference  between  this  canary  and  our 
common  singing  birds.  Not  in  color  and  size, 
but  in  character  and  circumstances.  Name  over 
some  of  the  song-birds  you  know  and  love  best. 
[Let  the  teacher  have  a  brief  description  of  the 
appearance,  character,  and  habits  of  each  one.] 


126  EXAMPLE   LESSONS. 

There  is  a  good  deal  of  difference,  we  see,  on 
some  points, — size,  color,  songs,  nests,  &c. ;  but 
there  are  some  points  in  which  they  are  all  like 
each  other ,  and  all  different  from  our  little  canary 
here.     What  are  these  ? 

(1.)  They  are  free — he  is  caged. — Man's  bond- 
age to  Satan  and  bad  habit.  His  holy  life,  in 
which  God  made  him,  has  become  one  of  sin. 

(2.)  They  love  the  air — he  the  cage. — The  great- 
ness of  our  fall.  We  come  to  love  our  sin ;  hug 
our  chains ;  prefer  our  cage. 

(3.)  They  are  independent — he  is  helpless;  de- 
pends wholly  upon  others  for  care  and  protec- 
tion. 

Man's  helplessness  under  sin ;  he  has  no  power 
to  save  himself  from  death,  to  cleanse  his  soul 
from  sin,  nor  qualify  it  for  heaven.  God  alone 
can  help  him ! 

(4.)  They  are  able  to  live  in  freedom — he  is  not 
fit  for  wood-life. — Most  birds  can  find  some  way 
to  provide  for  themselves,  and  escape  from  their 
foes.  Turn  canary  loose,  and  he  would  soon  be 
lost. 

Man's  sinful  nature  has  exposed  him  to  peril 


EXAMPLE   LESSONS.  127 

on  every  side ;  a  helpless  creature  at  the  mercy 
of  his  spiritual  foes.  And  he  is  not  fit  for  heaven. 
The  holy  life  of  Jesus  Christ  is  impossible  to 
him  here ;  the  holy  rest  and  joy  of  heaven  are 
unfit  for  him  hereafter.  There  must  be  a  change. 
The  heart  must  be  renewed.  The  nature  re-cre- 
ated in  the  image  of  God.  "  Ye  must  be  born 
again." 


128  EXAMPLE   LESSONS. 

No.  22. 

7HE    Yinje    >nd    ^RA^CHEg. 

By  Gen.  E.  Anson  More, 
Superintendent  Carr  Place  Sunday-School,  St.  Louis. 

[Objects.— A  grape-vine;  some  of  the  branches  having  leaves  and 
young  fruit;  some  with  leaves,  but  no  fruit;  and  some  with  the 
last  year's  stalk  dead  and  withered.  On  the  blackboard,  "  Abide 
in  ME."     This  may  also  be  used  as  a  Picture  Lesson.] 

JOHN  XV.  1-10. 

1.  The  True  Yine.  —  Jesus  Christ.  (1.)  His 
Humanity  illustrated  by  the  position  of  the  Roots 
in  the  earth ;  his  Deity,  by  the  Vine  that  lifts 
itself  into  the  air  and  light  of  heaven.  (2.)  The 
"  True'  Vine  as  opposed  to  the  Wild  Grape,  and 
the  poison  vines,  looking  much  like  grape  vines, 
that  infest  our  woods.  False  religions,  and  un- 
scriptural  ways  of  salvation. 

2.  Fruitful  Branches.— (1.)  United  to  the  True 
Vine ;  this  is  the  source  of  life  and  fruitfulness ; 
the  believer  is  united  to  Christ  by  faith.  The 
branch  if  not  united  bears  no  fruit.  True  holi- 
ness issues  from  Christ.  (2.)  The  branches 
have  to  be  trimmed  or  "purged"  by  the  vine- 


EXAMPLE   LESSONS.  1L9 

dresser ;  the  superfluous  wood  and  leaves  cut  off. 
So  the  Believer  must  have  pruned  off  Worldli- 
ness,  Unbelief,  Intemperance,  every  sin.  The 
purging  or  cleaning  (vs.  2,  3)  is  Affliction  and 
the  Eeproof  of  the  word. 

3.  Fruits. — (1.)  The  Christian  graces  (see  Gal. 
v.  22),  Love,  Joy,  Peace,  &c.  (2.)  These  fruits 
are  small  now ;  the}'  are  "  tender  grapes ;"  but  if 
the  branch  abides  in  the  vine,  they  will  grow 
and  ripen  for  the  harvest.  So  the  graces  of  the 
young  Christian  —  love,  patience,  peace  —  all 
should  be  daily  growing  stronger  until  perfected 
at  last  in  the  light  and  glory  of  heaven.  (3.) 
Much  fruit  and  good  fruit  is  a  credit  to  the  vine; 
little  and  poor  fruit  dishonors  the  vine.  So  the 
Christian  (verse  8)  glorifies  God  in  fruit-bearing. 

4.  The  Fruitless  Branches. —  (1.)  Those  with 
leaves  only.  They  consume  the  strength  of  the 
vine  without  adding  to  the  usefulness.  These 
are  false  professors,  whose  fruitful  lives  are  rather 
an  injury  than  a  help  to  the  Church  of  Christ. 
They  must  be  "  purged,"  or,  if  that  fails  to  make 


130  EXAMPLE   LESSONS. 

fruitful,  cut  off.  (2.)  The  dead  branches, — no 
leaf,  no  sign  of  life.  These  must  he  cut  off.  Such 
are  they  who  have  simply  a  formal  or  nominal 
union  with  the  Church;  they  belong  to  Bible- 
class,  to  Sunday-school,  to  the  Congregation,  or  to 
a  Christian  Community ;  they  are  nominal  Chris- 
tians, as  distinguished  from  Heathens,  Mohamme- 
dans, Jews;  but  no  living  union  with  Christ. 
They  must  be  cut  off ! 

5.  The  Dissevered  Branches. — [Let  the  speaker, 
with  knife,  cut  off,  before  the  school,  the  fruitless 
limbs.]  What  are  these  good  for?  Read  verse  6 : 
"  Men  gather  them,  and  cast  them  into  the  fire, 
and  they  are  burned." 


EXAMPLE   LESSONS.  131 

No.  23. 
*Qi;L  OUT  Of  THE   "pjLIJMTY  ^OCK. 

[Objects. — A  can  of  petroleum.    A  burning  lamp.] 
BIBLE  TRUTH.— Deut.  xxxii.  13. 

1.  The  Source  is  God. —  Oil  out  of  the  Rock. — 
"He  is  the  Rock;  a  God  of  Truth." 

2.  Antiquity  and  Fullness  of  Scripture. — The  age 

and  abundance  of  the  deposit. — Describe  the  sup- 
posed origin  of  coal  oil ;  the  distilling  by  volcanic 
heat,  and  by  pressure  and  filtering  into  the  deep 
caverns  where  it  is  found.  God's  truth  deposited 
for  ages  in  the  Bible.  The  supply  exhaustless. 
Enough  for  a  world.  Job  xxix.  6  :  "  The  Rock 
poured  me  out  rivers  of  oil." 

3.  Searching  for  Truth. — The  search  for  Oil. — 
The  process  of  boring  and  sinking  wells  described. 
"Search  the  Scriptures."  Seek  for  wisdom  as 
for  hid  treasure.  The  Sunday-school  to  aid  in 
this. 

4.  The  Benefits  of  the  Bible.— The  uses  of  Oil 


132  EXAMPLE    LESSONS. 

— As  a  light  giver.     Truth  scatters  darkness; 
brings  cheer ;  gladdens  our  homes. 

5.  Wresting  Scripture. —  The  dangers  of  care- 
lessly handling  Oil. — How  many  wrest  Scripture 
to  their  destruction !  How  many  by  careless  or 
wrongful  use  of  the  Word  make  it  but  a  stum- 
bling-block,— "  a  savor  of  death  /"  Oh,  let  it  be 
to  you  "  a  savor  of  Life  !" 


EXAMPLE    LESSONS.  133 

No.   24. 

Jhe  J3f;anch  of  JJverqreejm. 

[Object. — A  branch  of  some  tree,  covered  with  foliage  and  fruit.] 
THE  GLOEY  OF  JESUS.— Zech.  vi.  12: 

1.  The  Trunk. — Jesus  the  Son  of  God.  "  God 
hath  glorified  his  Son  Jesus." 

2.  Evergreen. — The  eternal  beauty,  power,  and 
love  of  Christ.     He  is  the  Eternal  Son  of  God. 

3.  The  Grafts. — We  are  grafted  in,  and  thus, 
by  faith,  become  one  with  Christ.  We,  too,  are 
then  branches,  and  bear  fruit  unto  life. 

4.  The  Flowers  and  Fruit. — All  our  hopes  and 
joys  for  Eternity  grow  out  of  The  Branch. 
Lovely,  fragrant,  and  pleasant  to  us  is  The 
Branch. 

12 


134  EXAMPLE    LESSONS. 

No.   25. 

]3lNCEF{E    ^VllJ-K  OF  THE   ^ORD. 

[Object. — A  glass  vessel  of  pure  milk.] 
DESIRING  THE  WORD.— 1  Peter  ii.  2. 

1.  Why  we  should  desire  the  Word. — (1.)  Milk 
is  good  for  all. — But  especially  good  for  children. 
Pleasant  to  the  taste,  and  full  of  nourishment. 
(2.)  Its  life-giving  qualities. — All  the  essentials 
of  life  are  in  it.  Man  could  live  on  that  alone. 
Without  it,  how  few  would  even  come  to  strength 
of  manhood !  (3.)  It  is  sincere,  pure. — Not  of 
"swill-fed"  cattle;  not  watered,  and  chalked. 
The  pure  word  of  God;  it  is  best  for  all  just  as  it  is. 

2.  How  we  should  desire  it. — Desire  it  as  babes. 
How  the  wee  ones  do  hunt  and  cry  for  the 
mother's  breast !  And  how  glad  and  still  they 
are  when  they  lie  upon  the  dear  bosom  with  their 
little  lips  "murmuring  at  the  fountain  of  life 
and  love !"  So  let  us  go  to  our  Bibles,  seeking 
for  food  to  our  souls,  desiring  it  as  our  greatest 
good. 


EXAMPLE    LESSONS.  135 

No.    96. 

[Object. — A  piece  of  honey-comb  upon  a  dish.] 
PROV.  XVI.  24. 

1.  Their  Sweetness. — Pleasant  words  are  sweet. 

2.  Their  Healing  Virtues.  —  "  Health  to  the 
bones."  Heal  anger,  envy,  sorrow.  How  much 
they  do  heal ! 

3.  The  Habit  of  Pleasant  Speaking. — Keep  a 
good  store  of  kind  words  and  thoughts  laid  away. 
Honey  in  the  comb.  Have  the  heart  full  of  this 
sweetness. 

4.  Whence  and  how  Gathered. — Best  from  "  The 
Rose  of  Sharon."     Diligence,  patience,  needed. 

5.  The  Soul's  Honey-comb.  —  The  Bible  is  a 
most  precious  honey-comb,  in  which  the  pleasant 
words  of  Jesus  are  stored  for  us.  Come  and  take 
them;  they  will  be  "sweet  to  your  soul,  and 
health  to  your  bones." 


136  EXAMPLE   LESSONS. 

No.  27. 

{•joD'g   |3a;lajncej3. 

[Object. — A  pair  of  apothecary's  or  grocer's  scales.    This  may  be 
used  as  a  blackboard  lesson  without  the  object.] 

DANIEL  V.  27. 

1.  God's  Standard  Weight— Holiness. 

{E.g.)  The  Inspector  of  Weights  and  Measures. 
The  Government  has  a  standard  fixed;  the  In- 
spector passes  through  the  market  trying  the 
weights.  How  does  he  do  it  ?  What  for  ?  What 
is  a  "just"  weight?  What  is  done  with  the  "un- 
just"?   Why? 

2.  The  Balances  with  which  God  weighs. 

"Word.     Ps.  cv.  19.     Read,  Preached,  Taught. 
Examples.     Enoch;  Christ.     1  Cor.  xi.  1. 
Inducements.     Ex.  xx.  12 ;  1  Tim.  iv.  8 ;  Heb. 

17,  18. 
Griefs.     Isa.  xl.  10;  2  Cor.  viii.  2.     {E.g.)  Job. 
Happiness.     Rom.  ii.  4;  Acts  xiv.  17. 
Sore  trials.     Heb.    xi.   17.      {E.g.)    Abraham; 

Daniel. 


EXAMPLE   LESSONS.  137 

Thus  God  tests  us  to  see  whether  we  will  not, 
and  whether  we  do  not,  come  up  to  the  required 
standard.  Doubtless  it  would  be  pleasing  to 
Him  could  we  all  be  approved  as  "just;"  for 
"  He  is  not  willing  that  any  should  perish,  but 
that  all  should  come  to  repentance."  Thus,  too, 
may  we  search  our  own  hearts,  and  try  our  own 
ways.  And  the  result  is,  and  ever  will  be,  with 
the  impenitent  soul,  "  Wanting" 

3.  Wherein  Wanting. 

Will — to  do  good  (John  v.  40) ;  for  you  choose 
sin;  in 

Endeavor — for  you  do  no  good  (Ps.  xiv.  3) ;  in 

Inclination — for  you  love  evil  (Job  xxi.  14); 
and  being  thus  naturally  without 

God's  Grace — (Rom.  xv.  10),  by  which  man 
was  upheld  in  original  righteous- 
ness ;  you  prove  to  be  without 

Holiness — (Jer.  xvii.  19),  and  therefore  are  here 

and   hereafter    (John  iii.  17,  18) 

without 
Salvation. 

12* 


138  EXAMPLE   LESSONS. 

4.  How  Justified. — Add  the  righteousness  of 
Christ. 

Justified.  Let  us  see  if  we  can  find  what  that 
means.  Beautified,  made  beautiful;  glorified, 
made  glorious,  full  of  glory ;  magnified  (magnus), 
made  great;  sanctified,  made  holy;  justified — 
what  now? — made  just!  And  what  is  a  just 
weight  ?  Yes,  and  to  be  made  just  (what  is  the 
other  word  for  that?),  is  to  be  made  to  come  up 
to  the  standard  which  God  our  Sovereign  Gov- 
ernor requires.     That  is  ?     (Holiness.) 

Now,  how,  if  the  Inspector  condemns  a  weight 
as  "unjust,"  may  it  be  made  to  come  up  to  the 
standard?  Add  more  weight;  lead,  perhaps. 
So  the  Sinner,  by  faith,  takes  hold  of  Christ ;  and 
with  Christ  and  the  Sinner  in  one  scale  and  God's 
standard,  Holiness,  in  the  other,  the  beam  stands 
even,  as  you  see  this  beam  [the  teacher  should 
here  adjust  the  weights  accordingly],  and  the 
sinner  is  accounted  just  for  Christ's  sake.  "  Who 
shall  lay  any  thing  to  the  charge  of  God's  elect  ? 
It  is  God  that  justifieth.  Who  is  he  that  con- 
demneth  ?     It  is  Christ  that  died !" 


EXAMPLE    LESSONS.  139 

The  Blackboard  stands  thus : 

IMPENITENT  SINNER, 

"  Thou  art  weighed  in  the  Balances,  and  art  found  wanting," 
When  God  weighs  with 

W  [Fill  up  the  blanks  as  in  Section  2,  and  after 

E  the  class   have    caught  the  key  words, 

I  erase  all  except  the  initials,  and  examine. 

G  Fill  up  again  with  the  key-words  only, 

H  at  the  dictation  of  the  scholars ;   erase ; 

S  substitute  "in"  for  "with,"  after  "when 
God  weighs,"  and  proceed  with  Sec.  3.] 


140  EXAMPLE    LESSONS. 

No.   28. 

•C[0D;J3     £oiN£. 

[Objects. — A  collection  of  coins  of  different  values.  A  very  small 
foreign  coin  with  the  head  of  a  sovereign  upon  it.  A  coin  de- 
faced.    Coins  contributed  to  the  school,  or  some  good  object.] 

LUKE  XV.  8-10. 

Show  that  in  this  passage  of  Scripture  souls 
are  compared  to  coins.  In  what  respect  are 
children  like  coins? 

1.  Purified  from  the  Dross  of  Sin. — The  coin 
traced  back  to  its  original  state  in  the  ground, — 
ore  more  or  less  pure.  So  our  souls  are  mixed 
with  the  Dross  of  Sin,  and  must  first  be  purified 
from  this.  Cleansing  out  the  Dross  illustrates 
Kepentance. 

2.  Stamped  with  the  Image  of  King  Jesus.— 

When  the  metal  is  ready,  it  is  then  stamped. 
Describe  the  process  by  which  the  cuttings  upon 
the  Die  are  transferred  to  the  metal.  Thus  the 
[mage  of  Christ  is  to  be  stamped  upon  the  heart. 
Show  the  meaning  of  the  stamp ;  the  name  of 


EXAMPLE   LESSONS.  141 

the  Government,  the  motto,  the  coat-of-arms,  the 
head  of  the  King  or  Queen.  It  is  this  which 
makes  it  current  coin  of  the  realm ;  must  have 
"  the  image  and  superscription  of  Caesar,"  in 
token  that  it  is  the  King's  Coin.  Thus  every  one 
needs  to  have  the  Image  of  dear  King  Jesus  put 
upon  the  heart.  That  will  make  one  a  good 
"coin"  in  Christ's  kingdom,  passing  with  approval 
before  God  and  men. 

3.  The  Date  of  Conversion — God's  time  to  Save. 

— Read  the  various  Dates,  and  call  out  from  the 
class  the  fact  that  the  figures  1856,  &c,  refer  to 
the  time  of  coinage.  If  possible,  have  a  new  coin 
of  the  date  of  the  current  year ;  read  that  date. 
When  was  this  made  ?  Speak  of  the  various 
dates  of  the  conversion  of  the  teachers  and 
scholars.  The  Angel's  Book  has,  opposite  the 
names  of  many  here,  records  like  this :  "  Con- 
verted, I860— Gl !"  Has  your  name  been  entered 
there  ?  When  will  the  record  be  made  ?  God's 
date  is  now  !  How  sweet  could  it  be  written  on 
High  that  in  this  year  of  our  Lord  [here  call  out 
from  the  class  the  exact  day  of  the  month  and 


142  EXAMPLE   LESSONS. 

year,  and  write  upon  the  board  in  full,]  all  these 
souls  were  created  anew  in  the  Image  of  Christ. 

4.  Different  Gifts,  but  one  Lord. — Bring  out,  by 
questions,  the  fact  of  the  Different  Values  of 
the  coins.  Show  that  if  one  cannot  do  service 
as  a  double  eagle,  he  can  serve  as  a  penny.  But 
he  ought  to  be  going  always  for  what  he  is  worth. 

Show  that  the  King  has  little  Coins,  too ;  and 
is  not  ashamed  to  have  his  image  stamped  upon 
them.  So  Jesus  will  put  his  seal  and  likeness 
upon  the  Children,  even  the  smallest. 

5.  The  Defaced  Coin. — This  may  be  used  to 
illustrate  Cowper's  idea, — 

"  The  soul  surrendered  to  the  ruling  power 
Of  some  ungoverned  passion  every  hour, 
Finds,  by  degrees,  the  truth  that  once  bore  sway 
And  all  its  good  impressions  worn  away. 
So  coin  grows  smooth  in  traffic  current  passed, 
'Till  Caesar's  image  is  effaced"  at  last." 

6.  Lives  Dedicated  to  God. — Bring  out  the  dif- 
ference between  the  coins  taken  from  the  money 
of  the  contribution,  and  the  others  used  for  illus- 
tration, which  are  private  property;  and  make 


EXAMPLE   LESSONS.  143 

the  point  that  the  difference  between  the  be- 
lieving child  and  the  unbeliever  is  that  the  first 
is  Dedicated  to  God.  Close  with  personal  ap- 
peal to  all  to  give  themselves  to  Christ  and  his 
church.  Introduce  here  the  incident  of  The  Lost 
Coin  and  the  woman  who  searched  for  it,  and 
speak  of  the  persistent  love  of  Christ  and  of  his 
servants,  the  Sunday-school  teachers,  in  seeking 
for  the  souls  of  children  —  God's  Lost  Coins. 
The  points  may  be  preserved  upon  the  Black- 
board in  the  following  Letter  Lesson  : — 

ROSS. 

IE. 

IFFERENT  VALUES. 

ATE. 

EFACED. 

EDICATED. 


144  EXAMPLE   LESSONS. 

No.   29. 

fHE     £hF(IjSTIAJM    £L/jSJ3. 

[Objects. — A  bouquet  of  flowers.  The  flowers  might  be  brought 
one  by  each  of  the  class,  and  bound  into  a  bouquet  by  the  teacher, 
as  an  introduction  to  the  lesson.] 

"BOUND  IN  THE  BUNDLE  OF  LIFE."— 1  Sam.  xxv.  29. 

1.  Wherein  the  Flowers  are  Unlike. — In  color, 
size,  fragrance,  beauty  of  appearance,  &c.  Show 
from  this  the  differences  of  disposition,  fortune, 
education,  appearance,  &c,  among  children ;  and 
teach  that  God  permits  it  for  good  purposes,  just 
as  in  case  of  the  flowers  he  causes  variety.  Let 
each  one  be  true  to  himself,  and  to  what  God 
has  appointed  him,  not  envying,  or  disparaging, 
or  injuring  any  other,  but  shedding  his  utmost 
fragrance  and  showing  his  utmost  beauty. 

2.  Wherein  the  Flowers  are  Like. 

(1.)  The  Common  Origin. — Sprung  out  of  the 
soil,  developed  by  sun  and  shower.  So  the 
Christian  Class  have  one  origin ;  created  by  God, 


EXAMPLE    LESSONS.  145 

and  brought  into  Christian  life  and  beauty  by  the 
influences  of  his  Holy  Spirit  and  his  word. 

(2.)    The  Common  End. — To  wither  and  die  ! 

(3.)  The  Common  Association. — Bound  in  one 
Bouquet, — the  Christian  Sunday-school  Class. 

(4.)  The  Common  Tie. — Bound  together  by 
one  Cord, — the  love  of  Jesus  and  his  Church. 

(5.)  The  Common  Cause  and  Home. — Held  in 
one  Vase, — the  Church  of  Jesus  Christ. 

(6.)  The  Common  Destiny. — To  adorn  together 
the  same  teacher's  room, — the  Heavenly  Teacher's 
House  on  High. 

The  application  should  be  an  appeal  for  Charity 
toward  each  other;  Sympathy  and  Co-operation 
in  the  pleasures,  employments,  and  devotions  of 
life. 


13 


146  EXAMPLE   LESSONS. 

No.   30. 

[Objects.— -A  carving  knife  and  steel.     A  loaf  of  bread.] 
PROV.  XXVII.  17. 

The  Lesson  is  one  of  Personal  Influence  for 
good  or  evil.  "  Iron  sharpeneth  iron ;  so  a  man 
sharpeneth  the  countenance  of  a  friend." 

1.  Every  One  has  Influence  upon  Others. — Bring 
out  the  above  thought  from  the  objects  by  using 
the  steel  upon  the  knife.  Show  that  we  cannot 
avoid  influencing  each  other;  even  unconsciously 
we  are  shaping  the  minds  and  hearts  of  those 
around  us. 

2.  This  may  he,  and  should  be,  used  for  Good. — 

God  means  this  power  to  be  used  for  the  good  of 
others.  For  example,  —  this  sharpened  knife 
may  be  used  to  cut  this  loaf,  that  it  may  be  dis- 
tributed among  the  hungry. 

3.  This  may  he,  and  should  not  be,  used  for  Evil. 

— Yet  the  knife  may  be  sharpened  to  make  it  a 


EXAMPLE    LESSONS.  147 

more  efficient  instrument  of  cruelty ;  to  make  it 
a  weapon  of  death  in  the  murderer's  hand  !  So 
the  influence  you  exert  upon  others  may  make 
them  worse;  add  to  their  power  to  injure  the 
souls  of  men. 

The  lesson  gives  excellent  occasion  for  good 
advice  as  to  choosing  and  keeping  companions. 


148  EXAMPLE   LESSONS. 

No.   31. 
"7HE    £>A^D    Ig    ^EIQHTY." 

[Objects. — A  dish  containing  sand ;  a  little  bag  filled  with  sand ;  a 
piece  of  sand-paper ;  a  sand-box.] 

PKOV.  XXVII.  3. 

1.  The  Power  of  Little  Things  for  Good  or  Evil. 

— Show,  first,  the  great  power  which  little  things 
may  have  when  accumulated.  "  Little  deeds  of 
kindness."  The  sand  in  the  open  dish  exhibits 
the  grains  separate ;  the  bag  shows  them  united. 
The  children  may  be  called  up  to  try  the  weight 
of  the  bag  with  their  hands. 

The  usefulness  of  the  combined  grains  of  sand 
is  shown  by  the  sand-paper  and  the  sand-box. 
Mortar  gives  an  example.  The  power  to  injure 
may  be  illustrated  by  the  sands  of  the  desert 
covering  the  country  with  dearth ;  by  the  sand- 
storms ;  by  a  single  gram  in  the  eye ! 

2.  Attention  to  Little  Duties  — The  Growth  of 
Hahit. — The  ocean  beach  may  illustrate  the 
power  of  many  little  atoms  to  break  the  strongest 


EXAMPLE   LESSONS.  149 

opposition.     So,  also,  this  bag  would  resist  the 
penetrating  power  of  a  pistol-ball. 

One  sinful  act  at  a  time,  one  after  another, 
how  soon  is  gathered  a  weight  of  evil  that  shall 
sink  the  soul  forever!  One  sinful  habit  formed, 
one  at  a  time,  how  soon  is  formed  a  character 
that  shall  sink  one  to  the  lowest  depths  of  vice! 

One  good  deed  at  a  time,  one  after  another, 
how  soon  is  gathered  a  solidity  of  character,  a 
power  for  good,  a  testimony  of  good  works,  which 
shall  be  a  joy  forever ! 


13* 


PART  THIRD. 


OUTLINE   TEACHING. 


1.  BLACKBOARD  TEACHING. 

Chap. VIII.  Objections  Considered. 
"       IX.  Practical  Hints. 
"        X.   Classification  and  Exercises. 


2.  MAP  TEACHING. 

Chap.  XI.  Practical  Hints. 
"     XII.  Blackboard  Mapping. 
"  XIII.  Map  Lessons. 

3.  PICTURE  TEACHING. 

Chap.  XIV.  Practical  Hints. 

"         XV.  Classification  and  Exercises. 

150 


OBJECTIONS    CONSIDERED.  151 


OUTLINE  TEACHING. 


BLACKBOARD   TEACHING. 


CHAPTER  VIII. 

OBJECTIONS   CONSIDERED. 

ri  TEE  examples  of  Object  Teaching  which  have 
-*~  been  quoted  from  Scripture  establish  clearly 
the  Divine  authority  of  such  a  method.  This  is 
admitted  by  some  who  yet  triumphantly  point 
to  the  Blackboard,  and  say :  "  But  you  have  no 
Scripture  for  that,  at  least !  It  is  a  purely  secu- 
lar mode,  and  should  be  left  to  the  unsanctified 
atmosphere  of  the  daily  school." 

We  may  as  well  admit  that  there  is  no  such 
positive  Bible  sanction  of  Outline  as  of  Object 
Teaching.  The  only  case  that  I  can  recall,  which 
seems  in  anywise  to  approach  the  modern  use 


152         BLACKBOARD  TEACHING, 

of  the  Blackboard,  is  that  of  The  Painted  Tile, 
recorded  in  Ezekiel,  chapter  iv.  The  prophet  is 
thus  instructed  by  the  Spirit  of  God:  "Thou 
also,  son  of  man,  take  thee  a  tile,  and  lay  it  before 
thee,  and  portray  upon  it  the  city,  even  Jerusa- 
lem; and  lay  siege  against  it,  and  build  a  fort 
against  it,  and  cast  a  mount  against  it ;  set  the 
camp  also  against  it,  and  set  battering  rams 
against  it  round  about."  (Verses  1,  2.)  It  may  be 
that  this  morsel  of  authority  shall  better  satisfy 
many  objectors  than  tlie  arguments  in  behalf  of 
the  whole  sysem  of  Visible  Illustration,  presented 
in  the  opening  chapters  of  this  book.  At  all 
events,  I  would  recommend  any  person  who  finds 
himself  publicly  put  upon  the  defence  of  the 
Blackboard  as  a  helpmeet  for  the  teacher  of 
Divine  truth,  to  try  this  plan :  Sketch  upon  the 
board  a  rough  view  of  Jerusalem;  upon  one  of 
the  hills  round  about  it  place  a  fort ;  upon  an- 
other, a  mount ;  upon  others,  a  camp ;  and  at  the 
gates  put  battering  rams.  Let  this,  if  you  please, 
represent  the  perils  of  the  impenitent,  or  the  sore 
straits  to  which  the  soul  is  put  when  it  turns 
from  God.     Jerusalem,  with  its  great  privileges, 


The  Siege  of  Mansoul. 


OBJECTIONS   CONSIDERED.  155 

its  natural  and  provided  defences,  its  temple  with 
the  in-dwelling  Presence  of  God,  its  beautiful 
location  and  surroundings,  is  a  very  suggestive 
type  of  the  soul,  and  the  powers  and  privileges 
bestowed  upon  it.  Having  brought  out  this  point, 
portray  the  scenes  of  siege  and  sack,  the  vision 
of  which  caused  Jesus  to  weep  over  the  city; 
show  how  impossible  to  prevent  those  sad  results 
when  the  outlying  defences  are  in  the  hand  of 
the  enemy,  and  manned  against  it.  Now  let  the 
scene  (in  word-picture)  be  changed.  Let  the 
camp  be  filled  with  the  soldiers  of  Immanuel; 
let  the  fort  represent  our  stronghold,  Christ; 
the  mount,  our  holy  ordinances  and  sacraments ; 
the  flag,  not  the  black  flag  of  the  pit,  but  the 
Banner  of  Love ;  let  the  rams  be  faced  against 
the  foe;  the  whole  representing  the  safety  of 
those  of  whom  it  is  written  (Ps.  cxxv.  2),  "as 
the  mountains  are  round  about  Jerusalem,  so  the 
Lord  is  round  about  his  people  from  henceforth, 
even  forever."  The  lesson  will  give  a  very  fitting 
occasion  for  the  introduction  of  some  facts  con- 
cerning the  geographical  location  of  Jerusalem ; 
and  the  whole  will  not  be  foreign  to  the  general 


156         BLACKBOARD  TEACHING. 

design  and  spirit  of  the  original  Tile  Lesson  in 
Ezekiel. 

It  may  be  well  to  withhold  the  source  from 
which  the  sketch  is  taken,  until  the  merits  of  the 
lesson  and  the  method  have  been  thoroughly 
discussed,  and  the  objectors  have  spent  the  full 
force  of  their  criticisms.  A  simple  reading  of  the 
passage,  with  appropriate  comments,  and  a  few 
thoughts  in  defence  of  the  Blackboard,  will  go  far 
to  remove  prejudices  and  objections,  and  will, 
very  likely,  establish  its  use  beyond  any  further 
need  of  defence.  I  have  tried  a  similar  line  of 
argument  in  the  matter  of  Object  Teaching 
proper,  and  found  it  a  very  satisfactory  answer 
to  those  who  declaim  against  the  whole  system 
as  unscriptural  and  secular. 

But,  in  sooth,  what  reason  is  there  in  demand- 
ing for  the  Blackboard  a  plain  "  thus  saith  the 
Lord,"  while  other  methods  of  Sunday-school 
work  go  unchallenged?  For  example,  what 
direct  Divine  authority  is  there  for  the  Library 
and  the  Children's  Papers  ?  Where  is  the  greater 
sanctity  in  teaching  children  and  youth  by  the 
ink-pictures  printed  from  wood,  which  fill  our 


OBJECTIONS   CONSIDERED.  157 

Sunday-school  books  and  periodicals,  than  in 
teaching  them  by  chalk-pictures  upon  a  board  ? 
If  it  is  unlawful  for  me  to  print  a  Bible  text  in 
chalk  from  which  to  teach  my  school,  is  it  not 
quite  as  illegitimate  a  method  to  print  a  text  on 
paper  with  ink  for  the  same  purpose  ?  For  that 
matter,  give  us  a  "thus  saith  the  Lord"  for  the 
Sunday-school  itself!  I  should  despair  of  vindi- 
cating this  noble  institution  as  of  Divine  au- 
thority on  such  evidence  as  some  of  its  best 
friends  demand  for  the  use  of  the  Blackboard  in 
it.  And  then,  let  it  be  understood,  the  same 
argument  which  rules  out  the  Blackboard  ban- 
ishes all  Outline  Teaching ;  and  thus,  to  be  con- 
sistent, we  must  abandon  the  use  of  Maps  of 
Bible  lands,  Pictures  of  Bible  scenes,  and  the 
Charts  of  alphabets,  words,  sentences,  and  of 
Bible  texts,  so  common  in  our  Infant-schools. 

There  is  one  class  of  persons  who,  I  conceive, 
may  consistently  oppose  the  Blackboard,  viz. : 
those  who  oppose  the  Sunday-school  itself;  who 
advocate  the  teaching  of  the  Scripture,  and  all 
branches  of  knowledge  needed  to  make  it  plain, 

in  the  secular  or  day  school;  who,  of  consequence, 

14 


158         BLACKBOARD  TEACHING. 

reprobate  our  American  system  of  Public  schools 
as  well  as  our  American  system  of  Sunday- 
schools,  and  who  claim  for  the  Pulpit  and  the 
Minister  the  undivided  field  of  Sabbath  Day  In- 
struction out  of  the  Word  of  God.  This  is,  indeed, 
the  only  logical  stopping  place  for  one  who  op- 
poses, on  the  above  principle,  the  use  of  the 
Blackboard  in  Sunday-schools.  But,  surely,  no 
man  can  consistently  claim  to  be  a  friend  of  our 
modern  Sunday-schools  and  hold  to  the  objec- 
tion which  I  have  considered;  since  his  objection 
obtains  equally  against  that  which  he  favors  and 
adopts  and  that  which  he  opposes  and  rejects. 

The  fact  is,  our  Divine  Lord,  with  the  Prophets 
and  Apostles,  established  certain  principles  of 
teaching  the  Word,  which  must  control  all  our 
methods ;  and  that  mode  is  of  Divine  authority 
which  is  the  natural  growth  of  these  principles. 
That  Visible  Illustration  is  such,  I  think  I  have 
already  shown.  And  there  can  be  no  reason  why 
one  should*  discriminate  against  the  Blackboard, 
while  admitting  the  propriety  of  the  system  of 
which  it  is  so  important  a  feature.  The  axiom 
here  holds  good :  "  The  ivliole  includes  all  its  parts." 


PRACTICAL    HINTS.  159 


CHAPTER  IX. 

PRACTICAL    HINTS. 

rTlHERE  is  very  little  that  can  be  said  which 
-^  will  be  of  practical  service  to  the  Sunday- 
school  worker  in  the  management  of  the  Black- 
board, without  entering  upon  a  field  which 
properly  belongs  to  the  drawing  teacher.  But  I 
have  some  thoughts  which  may  be  of  service. 

1.  What  to  Attempt. — The  following  pages  will 
show  that  any  one  who  can  write  or  print  letters 
may  successfully  use  the  Blackboard  for  the  pur- 
poses of  the  Sunday-school.  Many  of  the  very 
best  lessons  which  I  have  heard  and  seen  have 
been  entirely  within  the  abilities  of  any  teacher, 
as  to  delineation  simply.  It  is  the  substance  of 
the  address,  after  all,  that  must  determine  its 
merit.  The  Blackboard,  Map,  and  Picture  must, 
almost  invariably,  play  a  subordinate  part.     The 


1G0  BLACKBOARD  TEACHING. 

cases  in  which  a  lesson  is  made  successful  solely 
by  virtue  of  the  visible  illustration  of  it,  are 
very  rare.  The  Truth  itself  is  the  arrow  whose 
execution  upon  the  scholars'  hearts  and  con- 
sciences must  settle  the  question  of  success; 
and  illustrations  of  whatever  kind  are  but  the 
feathered  wing  to  give  Truth  directness,  and  the 
barb  to  fix  it  in  its  place.  Permit  me,  then,  the 
caution  that  the  Blackboard  is  not  to  be  the 
main  dependence ;  only  the  useful  helper.  It  is 
not  to  be  lugged  into  every  talk  without  regard 
to  utility  or  fitness ;  the  lesson,  review,  or  address 
is  not  to  be  shaped  with  reference  to  blackboard 
effect;  but  the  Blackboard  is  to  be  used  with 
reference  to  the  clearer  putting  of  the  truth  in 
hand. 

It  is  true  of  visible,  as  of  other  illustration, 
that,  if  it  does  not  come  in  naturally,  simply, 
easily,  and  appropriately,  it  had  better  not  come 
in  at  all.  Any  illustration  which  is  dragged  into 
discourse  simply  for  effect,  produces  an  ill  effect. 

I  need  hardly  add,  that  if  one  finds  himself  to 
have  no  ability  for  lessons  of  the  more  compli- 
cated class,  he  should  never   undertake   them. 


PRACTICAL    HINTS.  161 

But,  if  one  begins  with  the  simpler  lessons,  he 
will,  doubtless,  find  himself,  by  degrees,  executing 
with  success  the  most  difficult  ones.  The  Black- 
board and  chalk-finger  are  tools  of  the  teaching 
art;  and,  like  any  other  mechanical  tools,  are 
handled  with  ease  and  efficiency  as  the  crafts- 
man gathers  experience. 

2.  Materials  Needed. 

The  Blackboard  is,  of  course,  the  first  matter 
of  thought;  and,  perhaps,  the  safest,  cheapest,  and 
least  troublesome  plan  will  be  to  write  to  some 
well-known  school-furnishing  house  for  a  descrip- 
tive list  of  blackboards.  Many  of  the  houses 
that  make  Sunday-school  furnishing  a  speciality, 
may  now  be  applied  to  with  equal  success.  The 
selection  will,  of  course,  be  regulated  very  much 
by  the  depth  of  the  purchaser's  purse,  the  width 
of  the  platform  or  space  appropriated  to  the  board, 
and  the  size  of  the  room  in  which  it  is  to  be  used, 
[f  you  can  afford  it,  buy  the  best.  If  your  room 
is  handsomely  furnished  in  other  respects,  good 
taste  will  require  that  the  Blackboard  should 
correspond.     By  no  means,  unless  for  a  small 

14* 


162  BLACKBOARD    TEACHING. 

Bible-class  or  infant-class,  get  a  small  ooard.  The 
letters  and  figures  require  to  stand  out  clearly  to 
the  vision  of  the  scholars  in  the  farthest  seats ; 
and,  if  the  room  be  of  the  ordinary  size,  there 
will  be  need  of  considerable  space  for  the  display 
of  an  ordinary  text.  The  smallest  sizes  that 
should  be  selected  are,  four  feet  by  five  feet,  and 
five  feet  by  five  feet. 

Quality  and  Style  of  Board. — First  of  all  is 
the  veritable  old-fashioned  h\nck-boa?*d.  If  the 
Sunday-school  worker  decides  to  have  this,  let 
him  call  in  a  good  carpenter ;  caution  him  to  use 
well-seasoned  lumber,  so  that  there  will  be  no 
warping ;  and  see  that  the  surface  is  made  per- 
fectly smooth.  Send  for  a  pint  of  liquid  slating, 
and  l<xy  it  on  according  to  directions.  If  it  is 
desired  to  shift  the  board  at  pleasure,  the  most 
convenient  support  is  a  strong  easel. 

Another  class  of  blackboards  in  use  in  Sunday- 
schooLs  is  the  ordinary  ivall-hoard,  used  in  our 
common  schools.  There  is  no  reason  why  every 
Sundajr-school  should  not  be  so  constructed  that 
the  ample  space  of  wall  usually  left  behind  the 
superintendent's   platform  shall  be  appropriated 


PRACTICAL    HINTS.  163 

to  this  purpose.  The  surface  may  be  painted 
with  liquid  slating.  It  is  well  to  have  a  curtain 
of  black  stuff  suspended  by  sliding  rings  from  an 
iron  rod  above  the  board,  so  that  any  picture  or 
other  design,  which  it  is  not  desirable  to  expose 
during  the  time  of  class  instruction,  may  be  con- 
cealed. This  answers  the  same  purpose  as  a 
revolving  board. 

But  the  greatest  number  of  boards,  which  one 
now  sees  in  the   Sunday-school,  are  made  of  a 
very  thin  board,  prepared  especially  for  the  pur- 
pose, blackened  on  both  sides.     They  are  hung 
in  an  elevated  frame,  and  are  made  to  revolve. 
Thus,  the  Golden  Text,  or  Motto,  or  other  exer- 
cise, may  be  kept  standing  before  the  school  dur- 
ing recitation,  without   disturbing   the  outlines 
upon  the  other  side;  or  thus  leaving  the  teacher 
space  for  chalking,  without  the  annoyance  and 
loss  of  time  caused  by  erasing  during  an  address 
or  review.     The  same  boards  are  sold  with  easels, 
so  that  they  can  be  readily  moved.     Solid  slates, 
mounted   in  the  same  way,  are  used   by  some 
schools;    but    these    are   more   expensive.      To 
these  I  may  add  what  is  advertised  as  the  Stiff 


164         BLACKBOARD  TEACHING. 

Bristol  Card,  which  is  a  heavy  Bristol-board,  pre- 
pared with  a  silicate  surface,  and  furnished  with 
eyelets  for  hanging  upon  the  wall. 

Portable  Boards.  —  It  is  sometimes  incon- 
venient, especially  in  case  of  Picture  Lessons, 
for  the  person  who  makes  the  drawing  to  attend 
during  the  week  at  the  chapel  or  school-house ; 
or  it  is  more  desirable  to  spend  spare  moments  at 
the  study  or  home  in  the  pleasant  work  of  pre- 
paring the  design  for  the  Sabbath  following.  In 
such  case,  a  portable  blackboard  is  necessary.  This 
need  is  provided  for  by  the  school  furnishers,  and 
purchasers  can  procure  Silicate  Rolls,  of  various 
sizes,  or  Silicate  Folding  Slates.  The  Boll  or  Black- 
hoard  Paper  is  also,  and,  indeed,  chiefly,  intended 
to  make  a  permanent  surface.  It  can  be  pur- 
chased of  any  length  at  less  than  fifty  cents  a 
running  foot.  It  is  a  pleasant  surface  to  work 
upon ;  but  its  usefulness  is  much  hindered  by  the 
fact  that  it  is  only  three  feet  wide;  so  that,  to 
have  a  board  six  feet  square,  it  is  necessary  to 
make  a  seam  in  the  centre.  This  paper  may  be 
tacked  upon  a  wall ;  but  a  cheap  frame  or  mould- 
ing is  arranged  by  which  it  can  be  conveniently 


PRACTICAL   HINTS.  165 

fastened,  and  so  present  the  appearance  of  an 
ordinary  board.  The  difficulty  in  using  this 
paper  roll  as  a  portable  board  is  the  impossibility 
of  preventing  the  picture  from  being  blurred  in 
the  portage.  Still,  it  can  be  done,  and  a  little 
time  will  restore  the  damage  after  the  roll  has 
been  placed  in  the  school-room.  The  seam  or 
hinge  in  the  folding-slate  makes  it  exceedingly 
objectionable.  In  fact,  it  is  hard  to  overcome 
the  difficulties  which  are  in  the  way  of  any  effort 
to  compress  within  portable  compass  the  un- 
wieldy proportions  of  a  really  serviceable  black- 
board surface.  And  it  is  doubtful  whether,  or- 
dinarily, it  is  worth  while  to  undertake  the  task. 
However,  it  can  be  done,  and  an  ingenious  per- 
son will  readily  find  a  way  to  supply  his  own 
wants. 

For  example,  during  my  ministry  to  the  Carr 
Place  Church,  St.  Louis,  a  portable  board  was 
needed  for  the  gentleman,  Dr.  George  M.  Wyeth, 
who  presided  over  the  picturing  department  of 
the  Sunday-school.  No  roll  or  portable  slate 
could  be  found  large  enough  to  allow  such  a  dis- 
play of  the  characters  as  would  make  them  visi- 


166         BLACKBOARD  TEACHING. 

ble  throughout  the  spacious  chapel.  Mr.  Wyeth 
purchased  a  large  wall  map  of  the  world,  which 
had  been  outgrown  by  the  progress  of  geographi- 
cal science,  and  manipulated  it  with  liquid 
slating,  thus  forming  an  excellent  portable  board 
on  which,  for  nearly  a  year's  studies  in  the  Last 
Year  of  our  Lord's  Ministry,  he  admirably  il- 
lustrated the  lessons  of  almost  every  Sabbath. 
No.  19,  p.  423,  and  No.  20,  p.  427,  are  drawn  from 
designs  used  in  this  series.  The  same  difficulty 
as  to  the  erasing  of  the  pictures  had  to  be  en- 
dured, and  was  remedied  as  noted  above. 

Accompaniments.  —  These  are  a  Pointer,  a 
sheep-skin  Rubber,  and  a  wide  Rule,  made  a  yard 
long,  with  a  knob  fastened  in  the  middle,  so  that 
it  may  be  handled  easily  in  drawing  lines,  &c. 

Chalk. — The  Chalk-fingers  or  Crayons  can  be 
purchased  by  the  box  at  a  very  small  price,  and 
are  the  only  material  fit  to  use  in  Sunday-school 
chalking.  The  colored  crayons  can  be  had  by 
the  box,  or  in  quantities  to  suit  the  purchaser. 
Serrated  chalk  can  be  purchased  for  drawing 
coast-lines ;  or  one  may  make  his  own  chalk  for 
this  purpose  by  notching  the  side  of  half  a  crayon. 


PRACTICAL   HINTS.  167 

Green,  blue,  yellow,  and  red  are  the  colors  for 
which  one  will  find  the  most  need. 

Laying  on  Color. — The  only  hint  upon  this 
point,  which  seems  warranted  by  the  design  of 
this  book,  is  this :  In  picturing,  aim  at  nothing 
more  than  a  simple  outline,  the  simpler  the*  better. 
In  all  chalking,  make  broad  sharp  lines,  and  test 
them  from  the  part  of  the  room  farthest  distant. 
Draw  for  the  farthest  seat,  not  the  nearest.  Ex- 
cept in  a  very  small  room,  the  blackboard  gives 
no  field  for  fine  strokes  and  elaborate  details. 
Study  sharp,  simple  outlines ! 

Teachers'  Slates.— It  is  a  prevalent  opinion 
that  the  Superintendent's  Desk  is  the  only  legiti- 
mate and  fruitful  field  for  outline  teaching.  This 
is  a  great  mistake.  The  system  is  equally  appro- 
priate to  and  useful  in  the  Class.  The  Stone  Booh. 
Slate,  a  pretty  and  convenient  form  of  silicate  slate, 
with  several  leaves,  has  been  prepared,  and  is  sold 
at  a  small  sum,  which  enables  the  Teacher  to 
carry  to  his  scholars,  very  conveniently  and  to 
any  desirable  extent,  such  outline  illustrations 
as  may  be  helpful.  There  is  very  little  that  the 
Superintendent   may  venture   on  which  is  not 


168         BLACKBOARD  TEACHING. 

equally  practicable  to  the  Teacher ;  and  there  is 
very  much,  especially  in  the  illustration  of  Bible 
Antiquities,  which  is  not  practicable  in  the  Desk, 
which  may  easily  be  made  successful  in  the  nar- 
rower circle  into  which  one  would  take  the  out- 
lines constructed  on  a  scale  suitable  for  the  Class. 
Any  teacher  who  will  try  this  use  of  the  slate 
will,  I  think,  find  a  new  interest  in  Bible  study 
awakened  in  the  minds  of  his  pupils. 


PRACTICAL    EXERCISES.  1G9 


CHAPTER  X. 

PRACTICAL    EXERCISES. 


1.  TEXT  LESSON. 

nnilE  simplest  class  of  Blackboard  lessons  is  the 
-*-  Text  Lesson.  It  is  an  arrangement  of  a  text 
of  Scripture  upon  the  board  in  such  a  way  as  to 
impress  upon  the  scholars  the  whole  text,  or  one 
or  more  points  in  the  text  to  which  it  is  desired 
to  call  especial  attention.  This  is  done  by  break- 
ing the  text  into  proper  portions;  by  printing 
the  prominent  words  or  thoughts  in  different 
cok>rs  and  larger  letter ;  by  omitting  prominent 
words,  substituting  dashes;  or  by  two  or  more 
of  these  methods  at  once.  However,  any  portion 
of  Scripture,  written  across  a  board  in  plain 
character,  is,  properly,  a  Text  Lesson.  The  fol- 
lowing exercises  exemplify  this  class : 

15 


170  BLACKBOARD  TEACHING. 


No.   1. 


Behold  the  LAMB  of  GOD, 

which  taketh  away  the 

Sin  of  the 

World! 


John  i.  21. 


No.    2. 

1. 

Behold 

2.  The  LAIB  of  «od, 

a.| 

Which  taketh  away 
tlie  Sin  of  the  World  ! 

j^r  SIXXER— Stop,  Look, 

Live  !  ! 

No.    3, 


Behold 

THE 

LAMB 

of 

God, 

Which 

taketh 

a^vs^ay    the 

Sin 

of 

the 

World ! 

PRACTICAL   EXERCISES.  171 

No.  4. 


Saith  the  LORD, 

Though    your    SINS 

be  as  Scarlet, 
They    shall    be    as    White 

as    Snow ; 
Though    they    be    Red 

like    Crimson, 
They   shall    be  as  Wool! 
Isa.  i.  18. 


1.  What  our  Souls  are. 

2.  What  they  may  be. 

3.  How  and  by  whom  changed. 


1.  What  our  Souls  are.  —  Sinful,  very  sinful. 
Scarlet  and  red,  the  brightest  colors,  are  used  as 
the  figure  of  them.  These  can  be  seen  a  great 
way  off,  they  show  so  distinctly.  So  our  sins 
show  out  plainly  to  God,  to  our  fellows,  to  our- 
selves, if  we  search  our  hearts.  They  are  not 
hidden,  nor  covered,  but  seen  and  known  of  all. 

(1.)  Scarlet  is  a  lasting,  a  "fast,"  color;  it  does 
not  easily  fade,  and  is  difficult  to  remove.     So 


172         BLACKBOARD  TEACHING. 

our  sins  cleave  to  us;  they  are  hard  to  shake  off; 
nothing,  no  person,  can  remove  them ;  their  stain 
and  their  guilt  abide  upon  us. 

2.  What  our  Souls  may  be. — White  as  ?  or,  as  ? 
The  snow  flakes,  when  they  first  fall  and  the  sun 
comes  out  and  shines  upon  them,  how  bright ! 
This  is  the  emblem  of  what  our  souls  may  be- 
come ;  pure  from  sin,  with  the  bright  smiles  of 
God  upon  them.  {E.g.)  The  sheep,  in  shearing 
time,  taken  into  the  stream,  washed,  coming  up 
with  clean  white  fleeces,  which  they  shake  in  the 
bright  sun.  Our  souls  may  be  free  from  the 
guilt  of  sin,  its  just  punishment;  and  from  the 
dominion  of  bin,  its  strong,  corrupting,  and  de- 
stroying power.  What  a  "happy  deliverance ! 
What  a  merciful  God  who  thus  pardons !  What 
gratitude,  and  constant  devotion,  and  service, 
should  be  ours ! 

JUSTIFICATION  AND  SANCTIFICATION. 

3.  How  and  by  whom  our  Souls  are  Changed.— 

By  the  Lord  himself;  He  who  gives  the  guaran- 
tee of  the  good  work :  "  Thus  saith  the  Lord." 
By  the  love  of  Jesus  the  Redeemer.     So  says 


PRACTICAL   EXERCISES.  173 

God's  true  word,— "the  Bible  tells  me  so." 
Therein  we  learn  "That  by  the  grace  of  our 
Lord  Jesus  Christ  we  are  saved."  Let  us  see 
how  this  is. 

(1.)  What  is  Justijkatwnf  [_]  Yes,  we  are 
counted   righteous   before   God  for  the  sake  of 
Christ's  righteousness  imputed  to  us  and  received 
by  our  faith  alone.     We  are  robed  in  the  right- 
ousness  of  Christ,  and  thus  clothed,  the  Lord  our 
Judge  looks  upon  us  not  as  "red"  with  our  sins, 
but  as  "white"  with  the  holiness  of  Jesus,  which 
covers  us.     Nbw,  observe  closely,  and  tell  me 
what  I  do.     [Take  a  white  crayon,  and  pass  over 
each  letter  of  the  red  word  Sins  on  the  board, 
gradually  applying  more  and  more  chalk  until 
the  red   marks  have   nearly  disappeared.     Let 
this  be  done  slowly  and  very  quietly.     The  im- 
pression will  be  marked  and  solemn.]     What  do 
you  see?     What  is  becoming  of  the  "red"  of 
this  word  ?     (The  red  is  disappearing ;  the  white 
chalk  is  covering  it.)     Just  so,  I  repeat,  Christ 
Jesus  covers  our  sins  with  his  own  perfect  works 
and  infinite  purity,  and  the  righteous  Judge,  as 
we  stand  before  him,  sees  Christ's  righteousness, 

15* 


174         BLACKBOARD  TEACHING. 

not  our  sinfulness ;  and  thus  we  are  adjudged 
holy,  and  are  admitted  into  God's  family  as  sons 
and  daughters.  Dear  children,  have  you  sought 
an  interest  in  the  atoning  blood  of  Christ  ?  Then 
come,  and  trust  Him  now.  "  Being  justified  by 
faith,  we  have  peace  with  God  through  ou^  Lord 
Jesus  Christ." 

(2.)  What  is  Sanctification  ?  [ — ]  Growing  ho- 
lier. (E.g.)  Snow  soon  gets  defiled  by  soot  and 
dirt;  more  snow  must  fall  to  cover  that  up. 
Wool  soon  gets  soiled  by  mud  and  dirt ;  more 
washing  is  often  needed  to  make  it  clean.  You 
saw,  as  I  wrote  over  the  word  "  Sins,"  that,  as 

I  put  on  the  white  chalk,  the  red ?     And, 

now,  if  I  keep  on,  and  on,  what  will  happen  by 
and  by?  Yes.  So,  even  the  best  of  us  are 
"prone  to  wander."     Let  us  sing  that  verse  : — 

Prone  to  wander,  Lord,  I  feel  it, 

Prone  to  leave  the  God  I  love  ; 
Here's  my  heart,  Lord,  take  and  seal  it, 

Seal  it  from  thy  courts  above ! 

Cho. — I  love  Jesus,  hallelujah,  &c. 

Now,  then,  when  we  do  sin,  when  we,  like 
sheep,  go  astray,  we  are  to  come  back  to  Jesus 


PRACTICAL   EXERCISES.  175 

"  Put  ye  on  the  Lord  Jesus  Christ."  When  you 
have  sinned,  put  on  more  Christ  by  faith,  that 
you  may  be  forgiven.  And  let  all  always  strive 
to  grow  in  grace  and  in  the  knowledge  of  Jesus. 
More  prayer  for  Jesus'  sake ;  plead  more  of  his 
righteousness;  seek  more  of  his  grace,  strength, 
spirit,  works?  More  and  more  Christ;  until 
every  thought  is  brought  into  captivity  to  Him ; 
until  you  have  come  to  the  stature  of  perfect 
men  in  Christ ;  until  for  you  to  live  is — Christ ! 
{E.g.)  "  The  Path  of  the  Just  is  as  the  shining 
light  that  shineth  more  and  more  unto  the  Per- 
fect Day." 

There  is  a  fountain,  filled  with  blood, 

Drawn  from  Immanuel's  veins, 
And  sinners  plunged  beneath  that  flood 

Lose  all  their  guilty  stains. 


The  two  exercises  which  follow  are  examples 
of  Text  Lessons,  in  which  part  of  the  text  is  left 
blank.  This  is  of  especial  value  in  teaching 
Scripture  texts  in  the  Infant  School.  The  text 
may  first  be  written  in  full,  and  parts  erased; 
or,  written  as  above,  and  supplied  verbally. 


176         BLACKBOARD  TEACHING. 

No.  5. 

MATTHEW  XI.  28. 

Matt.  —  28. 

Come  ME, 

all and  are , 

and 

I you 

R ! 

j$^*  Will   you    come? 


No.   6. 

MATTHEW  VII.  12. 
THE   GOL—   R  — 


Matt,  vil  — . 

All ye that 

men to  — , 

Do  ye 

!     , 

"  Love    one    another  V* 


PRACTICAL   EXERCISES.  177 


2.   THE   HEAD   LESSON. 

The  second  class  of  blackboard  lessons,  both 
as  to  the  simplicity  of  its  character  and  the  fre- 
quency of  its  use  by  Sunday-school  workers,  I 
have  called  the  Head  Lesson.  It  is  a  running 
accompaniment  upon  the  board  to  an  address; 
its  object  being  to  fix  the  several  heads  of 
thought,  or  "points'  brought  out  in  the  course 
of  speech,  so  that  they  may  be  impressed  upon 
the  mind  separately,  and,  as  a  whole,  may  be 
preserved  for  final  review  or  examination.  This, 
like  the  Text  Lesson,  has  the  advantage  of  being 
available  for  the  most  inexperienced  teacher. 
Any  one  who  has  thoughts  to  give  children,  or  to 
get  from  them,  can  put  these  thoughts  in  the  order 
in  which  they  are  spoken,  or  to  be  spoken  upon 
the  board.  This  is  the  single  aim  of  the  Head 
Lesson.  And  the  only  matter  which  requires 
any  great  degree  of  care  is  the  selection  of  such 
a  word  or  phrase  as  shall  be  a  proper  head  or  key 
to  the  thought.  This  lesson  is  a  most  useful  ac- 
companiment to  an  Object  Lesson,  or  to  a  Picture 


178         BLACKBOARD  TEACHING. 

or  Map  Lesson,  which  has  been  previously  placed 
upon  the  board. 


No.  1. 

From  the  Candle  Lesson,  see  Objects,  p.  104. 
The  purpose  is  to  illustrate  the  use,  abuse,  source, 
and  reward  of  personal  influence,  by  means  of 
candles.  In  the  course  of  the  lesson,  the  follow- 
ing key-words  are  written  upon  the  blackboard : 


1.  Give  IJgkt. 

2.  Be  Mt. 

3.  Bnrn'g  away. 

4.  Motes. 

5.  Till  burnt  out. 

6.  Made  of—  m<*  to  be? 

7.  Growing. 


PRACTICAL   EXERCISES.  179 

No.  2. 

pIQHTI^Q     •QlANTg. 


4. 

6. 

8. 

10. 

T.  Our  Giants'  Names. 

(Goliath..) 
Anger.                   2.  Smoking.       3.  Fighting. 
Swearing.             5.  Playing  Marbles. 
Sab.  Breaking.     7.  Staying  from  S.  S. 
Base  Ball.            9.  Theatres. 
Disob.                   II.  Cross.          12.  Lazy. 

II.  How  to  Kill  our  Giants. 

(David.) 

jgiggf0  Sling  and  Pebbles. 

Pr.        2.  Bib.         3.  S.  S.         4.  Ch. 

5.  Faith  in  Dear  Jesus! 

[First,  give  an  account  of  the  battle  between 
David  and  Goliath,  1  Sam.  xvii.]  That  was 
a  brave  act,  a  noble  act ;  and  David  was  worthy 
of  all  the  praise  he  received.  Would  you  like 
to  be  as  great,  as  brave,  as  worthy,  as  he  ?  You 
may  be  so.  You  have  giants  to  fight,  every  one 
of  you.  Could  you  guess  what  I  mean  ?  (Sins.) 
What  was  the  name  of  the  giant  that  David 
killed  ?     There,  I  write  down  David's  giant,  and 


180        BLACKBOARD  TEACHING. 

I  want  you  now  to  give  me  the  names  of  some 
of  your  giants.  Speak  out ;  give  me  the  names 
of  some  of  the  children's  sins. 

Some  effort  will  be  required  to  obtain  answers 
from  the  scholars ;  but  urge  them  to  tell  their 
own  besetting  sins.  The  above  is,  in  substance, 
the  record  of  sins  made  from  my  own  school. 
Some  of  the  answers  surprised  me ;  but  I  put 
them  down.  For  example :  Playing  Marbles. 
When  that  name  was  given,  I  was,  at  first,  rather 
puzzled  to  see  how  that  familiar  friend  of  my 
boyhood  could  reckon  his  genealogy  among  the 
giants ;  but,  as  I  wrote,  the  whole  thing  flashed 
before  me.  "  Aha  !"  I  said,  "  here's  one  old  fel- 
low who  sneaks  about  in  disguise,  killing  little 
folks  !  Look  here,  who  is  this  ?  (Playing  Mar- 
bles.) Yes,  yes ;  but  he  has  another  name  : 
Giant  Gambling  !  There  he  is,  out  of  his  castle; 
and  when  you  are  invited  to  'play  for  keep' 
next  time,  you  will  know  him,  and  may  kill 
him."  So  with  "  Base  Ball :"  I  put  the  name 
down ;  then  called  out,  u  We  have  his  name !" 
Over  the  list  we  went,  and  it  was  not  hard  for 
the  children  of  a  St.  Louis  Sunday-school  to  trace 


PKACTICAL   EXEKCISES.  181 

Base  Ball  and  Sabbath  Breaking  to  the  same  den  ! 
The  remainder  of  the  lesson  needs  little  explana- 
tion. The  help  of  God  needed  in  our  warfare ; 
and  the  weapons,— Prayer,  Bible,  Sunday-school, 
Church,  Faith. 


No.  3. 

pASSAQH    Of    TH£     i^ED    j5jE/. 

The  following  shows  how  this  class  of  black- 
board lessons  may  be  used  in  teaching  Bible 
history.  It  will  be  found  an  admirable  help  in 
this  very  important  part  of  the  Sunday-school 
teacher's  work.  The  historical  fact  to  be  taught 
here  is  related  in  Exodus  xiv.  The  lesson  is 
divided  into  three  sections,  and  may  be  used  at 
one  or  three  lessons.  The  narrative  is  arranged 
with  reference  to  the  principal  characters,  but 
the  Bible  order  is  preserved.  If  the  teacher 
should  have  difficulty  in  remembering  his  analy- 
sis, the  first  letters  of  the  several  sections  may 
be  written  out  beforehand,  and  the  remainder 
filled  in  as  the  narrative  proceeds. 


16 


182         BLACKBOARD  TEACHING. 


Israelites  and 

Egyptians  at  the  Red  Sea. 

i. 

1. 

Phar. 

—regrets. 

2. 

Isl,. — saw — fear. 

3. 

Mos  — 

-fr.  not! 

4. 

The  Lord— com'ds  Mos. 

5. 

Ang'l 

op  God — removes. 
II. 

l. 

Mos. — str'ch  hand ! 

2. 

Lord — caused  sea. 

3. 

ISL. — } 

ivent  in. 

4. 

Phar. 

&  Eg'p's— pursue. 
III. 

1. 

Lord — tr'bl'd  host. 

2. 

Eg'p's 

-s'd"Flee!" 

3. 

Lord- 

-s'dtoMos.,  "Str'ch,' 

&c. 

4. 

Mos.— 

-sea  returns. 

5. 

Phar. 

&  Host — destroyed  ! 

6. 

Isl. — 

pass  on  dry  gr. 

7. 

Lord- 

— sav'd  Isl.  fr'm  Phar. 

PRACTICAL   EXERCISES.  183 

No.   4. 

THE    FIRST 


^VliggiojNARY  Journey  op  J3t.  Paul. 


ANTIOOH. 

GOING 

TO 

1.  Selucia. 

- 

2.  Sa.  (Cy.) 

3.  Paph. 

Attal.  6 

4.  Per.  in  Pam. 

P.  5 

5.  Ant.  in  P — a. 

A.  4 

6.  Ico. 

1.3 

7.  Lys.  (Lyca.) 

L.  2 

8.  Der. 

D.  1 



* 

RETURN. 

1400  ms. 

18  mos. 

The  above  illustrates  the  use  of  the  Head  Les- 
son in  teaching  Bible  history,  with  reference  espe- 
cially to  the  geography.  The  incidents  proceed 
from  the  stand-point  of  the  chief  places  at  which 
the  Apostle  wrought;  and  these  are  therefore 
made  the  heads  which  appear  upon  the  board, 
and  around  which  the  body  of  the  narrative  is 
associated.     The  main  endeavor  is  to  fix  in  the 


184         BLACKBOARD  TEACHING. 

memory  the  various  points  of  interest  in  this 
journey ;  and  this  as  an  efficient  means  of  retain- 
ing more  surely  the  useful  lessons  which  the 
facts,  transpiring  at  these  places,  are  meant  to 
teach.     See  Acts  xiii.,  xiv. 

Going — From  Antioch  to  Selucia,  Sal'amis, 
Paphos,  Perga  in  Pamphylia,  Antioch  in  Pisidia, 
Iconium,  Lystra  in  Lycaonia,  Derbe.  Return- 
ing— From  Derbe  to  Lystra,  Iconium,  Antioch, 
Pergo,  Attal'ia,  Antioch.  Travelled  fourteen 
hundred  miles  in  eighteen  months. 


PRACTICAL   EXERCISES. 


185 


No.   5. 
;£UkJL    OF    THE    plgCIPLEg. 

MATT.  IV.  17-23. 

The  following  Head  Lesson  was  given  by  R. 
G.  Pardee,  at  a  Sunday-school  Convention,  in 
Louisville,  Ky.: — 


' 

r  Repent, 

Pray, 

At  Thy  word  I  will  < 

Believe, 
Love, 

Obey, 

{  Suffer. 

16* 


186         BLACKBOARD  TEACHING. 

No.   6. 

Jhe   ^njujst  Steward. 

LUKE  XVI.  1-9. 
By  Alex.  G.  Tyng,  Peoria,  111. 

"  The  children  of  this  world  are,  in  their  gene- 
ration, wiser  than  the  children  of  light."  They 
show  it  by  Thinking  (v.  1),  "said  within  him- 
self;" then,  by  Resolving  (v.  4),  "I  am  resolved;" 
and  then  (vs.  5,  6,  7)  by  carrying  those  resolu- 
tions into  Action. 

The  Contrast — When  God's  word  is  taught, 
but  few  think;  fewer  turn  these  thoughts  into 
resolutions.  How  few  resolutions  are  kept ! 
[The  great  and  continual  need  for  the  Heavenly 
Wisdom  to  bring  every  Thought  into  captivity  to 
Christ;  to  subdue  every  Will,  and  to  compel, 
sustain,  and  direct  every  Word  and  WorTc  !  Illus- 
tration : — The  Prodigal  Son,  who  first  Thought  of 
his  own  poverty  and  the  plenty  in  his  father's 
house;  then  Resolved  to  arise  and  go  to  his 
Father,  and  then  Ai*ose  and  Did  what  he  had 
determined  to  do.]     On  the  board  : — 


PRACTICAL   EXERCISES.  187 


WISER   IN 

i .    Thinking. 


2.  Resolving. 

3.  Doing. 


3.   LETTER    LESSON. 

This  lesson  is  of  much  the  same  nature  as  the 
Head  Lesson ;  the  difference  being  chiefly  in  the 
alliteration  of  the  heads.  Words  commencing 
with  the  same  letter  are  chosen  to  express  the 
several  thoughts,  and  this  letter  made  promi- 
nent to  the  eye.  t  There  is  also  a  species  of  the 
Letter  Lesson  which  consists  simply  in  express- 
ing some  Scripture  text,  or  an  analysis  of  some 
Scripture  narrative,  in  phrases  or  sentences,  each 
beginning  with  the  same  letter,  which  letter, 
instead  of  being  repeated,  is  enlarged  to  extend, 


188         BLACKBOARD  TEACHING. 

like  a  brace,  over  the  space  occupied  by  the 
number  of  lines  used.  Examples  of  this  are 
also  given.  Both  of  these  methods  are  readily 
adapted  by  the  teacher,  and  require  very 
little  peculiar  skill  either  in  invention  or  prepa- 
ration. 


No.   1. 

JUDQJVIENT    AJMD    JUSTIFICATION 


k 

■UDGMENT,        Rom.  v.  12, 18. 
USTICE,            Jobviii.  3;  Rom.  ii.3. 

a 

ESUS,            IThess.i.10;  Rom.  v.  6, 8. 
USTIFICATION,  Rom.  iv.  24, 25;  v.  9,10. 
OY,                     Rom.  v.  11. 

The  purpose  of  this  lesson  is  sufficiently  shown 
by  quoting  the  texts  following  each  head. 


PRACTICAL   EXERCISES.  189 

1.  Rom.  v.  12,  18.  "Wherefore  as  by  one  man 
sin  entered  into  the  world,  and  death  by  sin; 
and  so  death  passed  upon  all  men,  for  that  all 
have  sinned."  "  Therefore,  as  by  the  offence  of  one 
Judgment  came  upon  all  men  to  condemnation." 

2.  Rom.  i.  20.  "  So  that  they  are  without  ex- 
cuse." Rom.  i.  32.  "Who,  knowing  the  judg- 
ment of  God,  that  they  which  commit  such 
things  are  worthy  of  death."  Rom.  ii.  2.  "  We 
are  sure  that  the  judgment  of  God  is  according 
to  truth."  Job  viii.  3.  "  Doth  the  Almighty  per- 
vert Justice  ?" 

3.  Rom.  v.  6.  "Christ  died  for  the  ungodly." 
Yerse  8.  "While  we  were  yet  sinners,  Christ 
died  for  us."  JESUS  who  hath  delivered  us 
from  the  wrath  to  come ! 

4.  Rom.  v.  9,  10.  "  Being  now  justified  by  His 
blood,  we  shall  be  saved  from  wrath  through 
Him."  Rom.  iv.  24,  25.  "Jesus  our  Lord,  who 
was  delivered  for  our  offences,  and  was  raised 
again  for  our  Justification." 

5.  Rom. v.  11.  "We  also  Jot  in  Gocl,  through 
our  Lord  Jesus  Christ,  by  whom  we  have  now 
received  the  atonement." 


190 


BLACKBOARD    TEACHING. 


No.    3. 

7he  jLife  of  ^VlogEg, 


3IOSES— Mip'm.  Ex.  ii. 

ANSLAUGHTER— Midian— Mt.  H. 

Ex.  iii. 
IRACLES— Magi— Migration.  Ex.vii-xix 
OOTT  SIXAI.  Ex.  xix. 

UTINY  AT  PAR.  Num.  xiv. 

ERIBAH.  Num.  xx. 

OUNT  NEBO— Moab.  Deut.  xxxix 


This  lesson  is  an  analysis  of  the  life  of  Moses. 
The  facts  should  be  stated  briefly  and  clearly, 
and  the  initial  word  impressed  upon  the  memory 
by  writing  each  head  as  the  narrative  proceeds 
to  the  next,  but  abbreviating.  Or,  the  lesson 
may  be  first  freely  written  out  as  above,  the 
heads  erased,  and  the  abbreviations  supplied  from 
answers  of  the  school. 

Moses. — 1.  His  early  life;  "Saved  from  the 
waters ;"  Miriam  gets  his  own  Mother  for  nurse ; 


PRACTICAL  EXERCISES.  191 

adopted  and  educated  by  Pharaoh's  daughter. 
2.  Flees  from  Egypt  after  the  Manslaughter; 
Married  in  Midian ;  called  at  Mt.  Horeb  in  the 
burning  bush ;  returns  to  Egypt.  3.  The  Mira- 
cles of  the  plagues  wrought;  conflicts  with  the 
Magi ;  the  Migration  or  Exodus  of  the  Israelites. 

4.  Mount  Sinai. — God  reveals  the  law  to  him. 
The  great  event;    the  central  point  of  his  life. 

5.  Mutiny  of  the  people  at  Paran  after  the  return 
of  the  spies ;  they  refuse  to  go  on ;  their  punish- 
ment. 6.  Moses  fails  to  sanctify  God  in  the 
eyes  of  the  people  at  Meribah,  the  waters  of 
strife,  and  is  forbidden  to  enter  Canaan.  7.  His 
death  and  burial  on  Mt.  Nebo  (Pisgah),  in  the 
plains  of  Moab.  The  Prophet  like  unto  Christ ; 
the  Great  Deliverer. 


192 


BLACKBOARD   TEACHING. 


No.   3. 

pANLEL    IJSI    THE    |,IOJN£'    pEN. 


AN  I  EL,  the  Heb.  captive,  refused  to 

EFILE  himself  with  the  King's  meat  and  drink ;  &  by 

ILIGENCE  in  study  proved  himself 

ESERVING  of  highest  honors. 

EVOUT  and  faithful  in  his  religion,  he 

EC  LI  NED  to  worship  the  golden  image,  and  was  cast 

into  a 
EN  of  lions.    Out  of  this  he  waa 
ELIVERED  by  GOD,  and  afterward 
ARIUS  the  King  proclaimed  the  true  Worship. 

Jg^lP5  Do  your  Duty   through   sclf-Denial  and  Danger,   and 
Depend  for  Deliverance  upon  Divine  aid. 


The  above  is  an  example  of  the  Letter  Lesson 
after  the  second  kind  referred  to.  It  has  been 
much  used  by  some  teachers,  and  seems  to  be 
useful.  The  large  initial  and  the  first  words  in 
the  analysis,  and  also  the  common  initials  (D's) 
in  the  moral,  should  be  printed  in  colored  crayon. 
The  moral  may  be  omitted,  or  expressed  without 
alliteration. 

In  using  this  exercise,  the  first  words  alone 
should  be  placed  upon  the  board,  the  narrative 


PRACTICAL   EXERCISES. 


193 


being  supplied  by  the  teacher.  Or,  if  written 
fully  as  above,  all  but  the  first  words  should  be 
erased  in  review. 


No.  4. 

JrlE    fRyVN^FIQU  RATION. 

The  following  was  used  in  reviewing  the  facts 
of  the  Transfiguration,  Matt.  xvii.  1-13.  It  is  an 
analysis  of  the  section. 


1 

HREE  WITNESSES. 
RANSFIGURATION. 
JWO  HEAVENLY  VISITORS. 

THE 

ABERNACLES. 
ESTIMONY. 
ERRIFIED  DISCIPLES. 
1    OUCH  OF  JESUS  ONLY. 

17 


194 


BLACKBOARD   TEACHING. 


No.  5, 


The  following  is  an   analysis  for   review  of 
Mark  x.  46-52, — the  cure  of  Blind  Bartimeus. 


1.  Christ's           /p 

DOMING. 

2.  Bartimeus' 

Iry. 

3.  People's 

I  ENSURE. 

4.  Bartimeus' 

J  ONTINUANCE. 

5.  Christ's 

ALL. 

6.  Apostles' 

lOMFORT. 

7.  Bartimeus' 

lOIVIING. 

8.  Christ's 

JURE. 

9.  Bartimeus'       N^ 

J/  ONSECRATION. 

4.  THE  ACROSTIC  LESSON. 

The  Acrostic  Lesson  is  of  the  same  character 
as  the  Head  Lesson;  the  various  points  brought 
out  being  so  arranged  that  their  initials  express 
the  subject  of  the  lesson  in  acrostic  form.  This 
style  of  lesson  seems  to  be  in  great  favor  among 


PRACTICAL   EXERCISES.  195 

Sunday-school  workers,  and  has  been  used  in 
illustrating  all  manner  of  Scripture  topics. 
Several  examples  have  already  been  given  in 
connection  with  Object  lessons.  The  first  five  of 
those  following  are  taken  from  "  Sunday-school 
Work  in  the  Benton  Street  Mission,  St.  Louis," 
by  E.  D.  Jones.  The  captions  and  reference 
texts  have  been  added. 


No.  1. 

JE£U£,    THE    JrUE    ^FJIE^D, 


JOHN  XV.  15. 


Tried. 
Rich. 
Useful. 
Eternal. 


196         BLACKBOARD  TEACHING. 

What  kind  of  a  friend  is  Jesus  ?  The  children, 
guided  by  the  explanations  and  illustrations  of 
each  point,  as  the  lesson  proceeded,  gave  answers 
as  above. 


No.   2. 

JUZ    £(00D   -QlVER    AND    J4lg    CjlfTg. 

JOHN  IV.  10. 

To  show  the  good  things  Christians  get  from 
Jesus. 


iOY. 

||LEVATION. 

gALVATION. 

USEFULNESS. 

gAFETY. 

... .  . 

ACROSTIC   LESSONS.  197 

No.  3. 

JhE    |3££T    JfoOK. 
PKOV.  VIII.  10, 11. 

Four   reasons  why  the  Bible  is  better  than 
Gold. 


17* 


198  BLACKBOARD    TEACHING. 

No.   4. 

7l4E    ^00^    Of    jSlLO/JVL 

JOHN  IX. 


mr  "GO    WASH!" 

SITUATION. 

TSSUES. 

TOOKS,  TENGTHS. 

QDDITIES. 

ALLUSIONS    TO. 

JJTEANING. 

The  Blind 
The  Sinne] 

man  "|          f  to  Siloam  ^                | 
[  sent  <                     \to  wash  < 
J         I  to  Christ  J              1 

and  see. 
and  be  saved. 

sight." 

"  I  went,  and  washed,  and  I  received 

The  facts  concerning  this  interesting  place 
may  be  fixed  in  memory  by  the  above  arrange- 
ment, and  should  never  be  separated  from  the 
touching  incident,  and  the  great  truth  concern- 
ing the  saving  efficacy  of  Christ's  blood,  with 
which  the  Pool  of  Siloam  has  been  associated 
from  the  earliest  days.  An  excellent  engraving 
of  the  Pool  may  be  found  in  Smith's  Dictionary, 


ACROSTIC    LESSONS.  199 

article  "Siloam,"  which  may  readily  be  trans- 
ferred in  outline  to  the  blackboard,  and  will  add 
much  to  the  profit  and  interest  of  the  lesson. 

Situation. — Siloam  is  situated  in  the  mouth  of 
the  Tyropaeon  valley,  at  the  foot  of  Mounts  Zion 
and  Moriah,  near  the  southeast  corner  of  Jerusa- 
lem. It  is  one  of  the  few  undisputed  localities 
in  the  topography  of  the  city. 

Issues — The  water  of  the  Pool   issues  from 
under  the  hill  Ophel,  between  Zion  on  the  west 
and  Moriah  on  the  north.     It  is  slightly  brack- 
ish, sweetish,  and  not  unpleasant  until  late  in 
the  summer.      The  water  was    more  abundant 
in  earlier  days  than  now.     Siloam  is  not  a  pool 
in  the  ordinary  sense  of  the  word, — being  neither 
a  marsh-pool  nor  a  natural  gathering  of  water, 
but  a  regularly  built  reservoir  or   tank.       The 
water  flows  into  this  from  a  small  basin  or  foun- 
tain a  few  feet  higher  up,  and  thence  out  of  an 
opening  in  the  bottom  it  "  goes  softly"  through 
the   King's   Gardens  into  the   Kedron.      When 
it  is  desired  that  the  water  should  rise  in  the 


200         BLACKBOARD  TEACHING. 

reservoir,  this  opening  is  closed  with  a  few  hand- 
fiils  of  weeds  (formerly  by  a  flood-gate) ,  and  the 
water  then  rises  to  the  height  of  three  or  four 
feet.  At  this  distance  the  walls  widen  out 
several  feet,  forming  a  rim,  in  the  lower  end  of 
which  is  another  opening,  from  which  the  water 
escapes. 

r<ooks,  Length. — The  upper  basin  is  a  vault  or 
chamber  cut  in  the  rocky  cliff,  of  Ophel,  five  or 
six  feet  broad,  and  about  fifteen  feet  high.  A 
few  rude  steps  lead  down  on  the  inside  of  this 
vault  to  the  water,  which  flows  underneath  these 
into  the  main  reservoir  or  pool.  The  pool  is  ob- 
long, eighteen  feet  broad  at  the  upper  end,  four- 
teen and  one-half  feet  at  the  lower  or  eastern  end ; 
fifty-three  feet  long  and  nineteen  feet  deep,  al- 
though the  water  never  rises  to  a  depth  of  more 
than  four  feet.  It  is  thus  the  least  of  all  the 
Jerusalem  pools.  Several  columns  are  built  into 
the  side  walls,  part  of  a  former  chapel ;  or,  per- 
haps, used  to  support  a  roof  for  the  shelter  of 
those  who  resorted  to  the  spot,  which  has  always 
been  sacred  to  Christian,  Jew,  and  Moslem.     The 


ACROSTIC    LESSONS.  201 

pool  is  a  ruin, — the  sides  falling  in ;  the  stair  a 
fragment;  the  walls,  of  gray,  crumbling  limestone, 
are  giving  way,  and  their  ruin  adorned  by  little 
verdure,  except  that  around  the  edges;  wild 
flowers  and,  among  other  plants,  the  caper-tree 
grow  luxuriantly. 

Oddities — The  first  peculiarity  is,  that  the 
water  enters  the  fountain  from  an  underground 
channel,  one  thousand  seven  hundred  and  fifty 
feet  long,  and  large  enough  to  admit  the  passage 
of  a  man,  sometimes  walking  erect,  which  com- 
municates with  the  fountain  of  the  Virgin.  Other 
similar  branch-channels  enter  this  main  aqueduct, 
all  cut  in  the  solid  rock.  The  ancient  wall  of 
the  city  probably  included  both  these  fountains, 
and  the  purpose  may  have  been  to  prevent  a 
supply  of  water  from  being  cut  off  from  the  point 
near  Siloam.  Another  peculiarity  is  the  inter- 
mittent character  of  the  pool ;  the  water  flowing 
and  ceasing  at  irregular  periods.  The  natives 
have  a  superstitious  tradition  to  account  for 
this  irregularity,  viz.:  That  a  great  dragon 
lies  under  the  fountain;  when  he  is  awake  he 


202  BLACKBOARD  TEACHING. 

stops  the  water,  when  he  sleeps  it  flows.  Thom- 
son thinks  there  is  a  connection  between  the 
fountain  and  the  wells,  cisterns,  &c,  under  the 
Temple  area,  now  occupied  by  the  mosques  Omar 
and  El  Aksa;  and  that  the  irregular  flow  is 
caused  by  draining  into  the  channel,  from  time 
to  time,  the  water  used  in  these  mosques. 

Allusions  to. — Nehemiah  ii.  1G ;  Isaiah  viii.  6, 
and  John  ix. 

"  Or  if  Sion's  hill 

Delight  thee  more,  and  Siloa's  brook  that  flowed 

Fast  by  the  oracle  of  God." 

— Milton"1  s  Paradise  Lost. 

"By  cool  Siloam's  shady  rill, 

How  fair  the  lily  grows ! 

How  sweet  the  breath  beneath  the  hill 

Of  Sharon's  dewy  rose !" 

— Bishop  Heber. 

Meaning. — "  Which  is  by  interpretation,  Sent." 
The  Talmudists  say  that  the  pool  was  so  called 
because  it  sent  forth  streams  to  water  the  King's 
Garden.  The  fountain  is  a  figure  of  Christ,  the 
One  Sent  for  the  Cleansing,  Refreshing,  Enlight- 
ening  of  the  world. — Luke  iv.  18;  John  x.  36. 
It  was  to  Siloam  that  the  Levite  was  sent  with 


ACROSTIC    LESSONS.  203 

the  golden  pitcher  on  "the  last  and  great  day  of 
the  feast"  of  Tabernacles  (John  vii.  37);  it  was 
from  Siloam  that  he  brought  the  water  which 
was  then  poured  over  the  sacrifice,  in  memory  of 
the  water  from  the  Eock  of  Rcphidim;  and  it 
was  probably  to  this  Siloam  water  that  the  Lord 
pointed,  when  he  stood  in  the  Temple  on  that 
day  and  cried  :  "  If  any  man  thirst,  let  him  come 
to  Me  and  drink." 

Note.— Authorities :  "  Robinson's  Researches ;"  Thomson's  "  Land 
and  Book;"  Barclay's  "City  of  the  Great  King;"  Smith's  "Bible 
Dictionary,"  article  "Siloam." 


No.   5, 


j40W    TO     ^OFfK     FOR    JjEgUg, 


MATTHEW  XXI.  28-3; 


Willingly. 
Orderly. 
Regularly. 
Kindly. 


204  BLACKBOARD    TEACHING. 

No.    6. 

JOHN  XIV.  15. 

Four  ways  of  showing  Loye  to  Jesus. 


ABOR. 

0BEDIENCE. 
ALOR. 

Example. 


Note. — Lessons  No.  5  and  No.  6  are  from  "  Sunday-School  Work 
in  the  Benton  Street  Mission,  St.  Leuis,"  by  E.  D.  Jones. 


Acrostic  lessons.  205 

No.   7. 

Jhje:   ^VTo rnijm q  j3ta-f{. 


Jesus,  the  Morning 

(^Sr  HINES  with 
NfcPLEHDOS  on  the 
yilfNES'S  soul. 

[TfTjIME  of  shining:  the  Night 

rill,  of  Sin,  Sorrow,  Death. 

LL  may  see. 
^iSES  as  we  turn  to  Him, 

Find  John  i.  4-10  j  John  viii.  12;  John  xii.  35,  36,  46  j  Luke  i.  79. 


1.  The  Splendor  of  Christ's  Shining. — Like  the 
Morning  Star  among  other  stars,  Jesus  shines 
with  a  splendor  above  all  else  upon  the  Sinner's 
soul.     (See  Diagram  Lesson,  No.  3?  p.  — .) 

2.  The  Time  of  Shining. — There  are  three  other 
points  in  which  the  Morning  Star  is  a  figure  of 
Jesus  that  I  want  to  talk  to  you  about.  What 
time  do  we  see  stars  shining  ?     Put  that  down  : 

18 


206         BLACKBOARD  TEACHING. 

"  Time  of  shining,  the  Night."     So  Jesus  gives 
light  to  our  souls  when  in  their  night-time. 

(1.)  Sin  is  a  night-time  of  the  soul;  the  soul 
cannot  see  God;  cannot  have  peace.  Sinners 
wander  in  by-ways  and  stumble  in  pits;  they 
cannot  see  the  way  to  heaven.  Jesus  shows  God 
to  the  soul;  gives  it  peace;  establishes  its  goings; 
opens  up  the  way  to  heaven,  points  out,  leads  in  it. 

"When  marshalled  on  the  nightly  plain, 
The  glittering  hosts  bestud  the  sky ; 
One  Star  alone,  of  all  the  train, 

Can  fix  the  sinner's  wandering  eye. 
Hark !  hark  !  to  God  the  chorus  hreaks, 

From  every  host,  from  every  gem ; 
But  One  alone,  the  Saviour,  speaks, — 
It  is  the  Star  of  Bethlehem  !" 

—II.  K.  White. 

(2.)  Sorrow  is  a  night-time  of  the  soul.  Jesus 
comforts  us,  gives  us  rest,  makes  us  content  and 
happy. 

(3.)  Death  is  a  night-time.  Jesus  has  gone 
into  the  dark  valley,  and  left  a  pathway  of  light 
through  the  grave  for  our  cheer.  His  rod  and 
staff  shall  comfort  us  there;  he  plucks  the  sting 
from  death,  the  victory  from  the  grave. 


ACROSTIC   LESSONS.  207 

11  Jesus  can  make  a  dying  bed 

Feel  so/t  as  downy  pillows  are, 
"While  on  his  breast  I  lean  my  head, 
And  breathe  my  life  out  sweetly  there." 

A  girl  thirteen  years  old  was  dying.  Lift- 
ing her  eyes  towards  the  ceiling,  she  said,  softly, 
"  Lift  me  higher;  lift  me  higher !"  Her  parents 
raised  her  up  with  pillows ;  but  she  faintly  said, 
"No,  not  that;  but  there  T — again  looking  earn- 
estly towards  heaven,  whither  her  happy  soul 
fled  a  few  moments  later.  On  her  grave-stone 
these  words  are  now  carved  : — 

"Jane  B.,  aged  13,  Lifted  Higher." 

A  beautiful  idea  of  dying,  was  it  not? — lifted 
higher ! 

Another  little  girl,  gasping  for  her  last  mortal 
breath,  said,  "  Father,  take  me  !"  Her  father, 
who  sat  by  her  bedside,  in  tears,  lifted  her  into 
his  lap.  She  smiled,  thanked  him,  and  said, 
"  I  spoke  to  my  Heavenly  Father,"  and  died. 
Thus  Jesus  makes  the  hours  of  death  bright 
with  his  love  and  presence. 

When  did  you  say  stars  shine  ?  Never  in  day- 
time?    The  Morning  Star  has  sometimes  been 


208         BLACKBOARD  TEACHING. 

seen  at  noon ;  not  often.  But  the  Soul's  Morn- 
ing Star — who  is  that?  Shines  always!  Day 
and  night,  summer  and  winter — everywhere, 
always !  {E.g.)  You  have  heard  of  the  Polar 
Star,  or  Cynosure.  There  is  something  about 
this  that  is  like  Jesus,  too.  It  has  always  one 
]nace ;  never  gets  below  the  horizon ;  is  easy  to 
be  found ;  and  thus,  being  fair  in  the  north,  was 
a  guide  to  the  mariners  all  night  loug.  In  the 
early  days,  before  the  compass  was  known,  they 
could  always  turn  to  it  by  night,  unless  cloudy. 
But  no  clouds  ever  hide  our  Morning  Star,  our 
heavenly  Cynosure.  No  sun  ever  obscures  :  He 
shines  always  for  our  souls. 

3.  Jesus  loves  all,  anil  all  may  be  saved  by  Him.— 

No  one  who  says  in  his  heart,  "  I  would  see  Jesus," 
shall  be  denied.  He  "Lighteneth  every  man." 
"  Look  unto  Me  all  the  ends  of  the  earth  !" 
{E.g.)  The  stars  shine  for  all — all  can  look  up 
into  the  blue  sky  and  admire  the  beauty  of  the 
bright  twinklers.  The  Morning  Star  has  as  much 
glory  for  the  poor  as  for  the  rich ;  for  one  as  for 
another  ;  has  equal  glory  for  all.     All  may  see. 


ACROSTIC   LESSONS.  209 

4.  Jesus  turns  to  the  Sinner  with  Salvation,  as 
the  Sinner  turns  to  Him  lor  Salvation. —  {E.g.) 
What  makes  the  star  rise  ?  The  stars  seem  to 
come  up,  because  the  earth  turns  toward  them. 
So  trees  and  houses  fly  by  the  rail-car  window. 
If  we  would  be  saved,  relieved,  enlightened,  we 
must  come  to  Jesus ;  we  must  leave  sin,  and  turn 
into  the  way  of  holiness.  We  must  look  unto 
Him — see  Jesus,  or  we  shall  not  be  saved.  Have 
you  seen  Jesus  ?  Then  seek  Him — Look  up  ! 
{E.g.)  One  day,  during  the  summer  of  1864,  I 
noticed,  while  walking  along  the  streets,  an  un- 
usual excitement  among  all  classes  of  people. 
Men,  and  women,  and  children  were  standing  at 
the  shop-doors  and  on  the  house-steps,  and  on 
the  street-corners,  in  knots  of  two,  three,  and 
sometimes  many  more.  All  seemed  to  be  look- 
ing and  pointing  upward !  At  length  I  stopped 
on  one  of  the  corners  where  a  large  group  was 
gathered,  staring,  gesticulating,  and  talking.  I 
asked  what  was  the  matter  ?  "  There's  a  star, 
sir ;  and  the  people  are  looking  at  it."  A  star 
in  broad  daylight!  I  looked,  and  looked,  and 
presently,  sure  enough,  I  saw  Venus,  the  Morn- 

18* 


210         BLACKBOARD  TEACHING. 

ing  Star,  shining  plainly  in  the  sky  overhead. 
As  I  passed  on,  I  noticed  that  nearly  everybody 
had  a  curiosity  to  see  that  star ;  all  were  stopping 
to  see  it,  and  point  it  out.  Ah  !  I  thought,  would 
that  all  could  be  thus  interested  to  see  Jesus,  and 
show  him  to  their  fellows!  Would  that  all 
would  stop,  and  look  up  !  that  they  might  receive 
into  their  souls  that  light  and  wisdom  which 
cometh  from  on  high ! 

Would  you  be  like  Jesus  ?  Would  you  shine 
as  the  stars  forever  and  ever?  Believe  in  Him, 
serve  Him,  and  you  shall  dwell  with  him,  and  be 
like  Him  in  glory  and  happiness. 

Now  let  us  try  to  remember  these  four  things 
about  Jesus,  our  soul's  Morning  Star.  You  can 
remember  the  word  S-t-a-r.  You  can  remember, 
also,  the  words,  Shines,  Time,  All,  Rises;  they 
are  the  keys  to  unlock  your  memory ;  each  one 
unlocks  one  of  these  four  truths. 


ACROSTIC   LESSONS.  211 

No.  8. 

DANIEL  V.  27. 

(For  the   two  following,  see    Object    Lesson, 
No.  27,  page  136.) 


[ 

IMPENITENT     SINNER, 

"Thou  art  Weighed  in  the  BALANCES,  and  art  found  Wanting," 

When  GOD  "WEIGHS  with 

WORD.  Ps.  cv.  9. 

T^XAMPLES.  1  Cor.  xi.  1. 

TNDUCEMENTS.  Ex.  xx.  12  ;  1  Tim.  iv.  8 

J-  Heb.  vi.  17,  18. 

p  RIEFS.  Isa.  xl.  10 ;  2  Cor.  viii.  2. 

TTAPPINESS.  Eom.  ii.  4 :  Acts  xiv.  17. 


S 


ORE  TRIALS.  Heb.  xi.  17 


212  BLACKBOARD   TEACHING. 

No.    9. 

^VlAN'g     p£fICIEJ\(CIEg, 

DANIEL  V.  27. 


IMPENITENT 

SINNER, 

"Thou  art  "Weighed  in  the  Balances 

and  art  found  WANTING," 

"When  God  "WEIGHS  in 

WILL- 

John  v.  40. 

JJNDEA  FOR. 

Psalm  xiv.  3. 

TNCLINA  TION. 

Job  xxi.  14. 

QOD'S  GRACE. 

Eom.  xv.  10. 

JLJOLINESS. 

Jer.  xvii.  19. 

SOLVATION. 

John  iii.  17,  18. 

No.  lO. 

j^HRIgT    ^ALMJS    THJE    jS^. 

MATTHEW  VIII.  23-27. 

By  W.  S.  Sutton. 

What  does   Matthew  call  this  great  storm? 
"A  great  tempest."    Spell  tempest.    T-e-m-p-e-s-t. 


ACROSTIC   LESSONS.  213 

Which,  being  filled  in  by  the  answers  of  the 
children  to  the  questions  as  to  the  meaning  of 
each  letter  in  Tempest,  the  blackboard  presents 
the  following1 : — 


THE 
TRUE  DISCIPLE 
EARNESTLY  CRIES  TO  THE 
MASTER  IN 
PRAYER  IN 
EVERY 
STORM  OF 
TROUBLE. 


No.  11. 
"^ATCH." 

The  two  lessons  following  were  used  by  Mr. 
John  H.  Watt,  Superintendent  of  the  Sunday- 
school  of  the  Penn  Square  Presbyterian  Church, 
Philadelphia. 

During  the  lesson,  the  board,  of  course,  dis- 
played the  word  "  Watch  !"  only. 


214  BLACKBOARD  TEACHING. 


• 

I 
"WATCH" 

YOUR 

^tori>s. 

4   CTIONS. 

mnOUGHTSr 

riOMPAXY. 

TTEARTS. 

No.  12. 

Jhe   JejMPTATION    of   £hri£t. 

MATTHEW  IV. 


]/\/E  ARE  "  TEMPTED  OF  THE  QEVIL" 

TO 

Disobedience. 
Envy. 
Vanity. 
Idleness. 

Lying. 


Jesmsdid     |  OVERCOME. 

In  Him  we  ) 


Devil  A  i 

EPART8.  J\.\ 


MOTTO  LESSONS.  215 


5.   THE    MOTTO    LESSON. 

Many  superintendents  use  a  simple  motto,  or 
sentence,  or  phrase,  as  suggestive  of  the  central 
thought  of  the  lesson.  These  mottoes  have,  in 
many  cases,  had  a  very  deep  impression  upon  the 
mind  of  the  scholar,  whose  eye  has  caught  the 
inscription  looking  down  upon  him  as  he  entered 
the  room.     A  few  examples  suffice. 


No.   1. 

JhE    ^YROPHEJMICiyVN    ^OjVlAN, 


MATT.  XV.  24-31. 


216         BLACKBOARD  TEACHING. 


No.   2. 


MY    SINS! 


I  remember  to  have  heard  Mr.  Pardee  speak 
of  this  phrase  as  one  of  the  most  suggestive  and 
impressive  blackboard  lessons  he  ever  saw. 


No.  3. 

i 


a 


JESUS  ONLY." 


MOTTO   LESSONS.  217 


No.   4. 


The  following  was  used  by  Rev.  Geo.  A.  Peltz, 
of  Philadelphia.  The  entire  question  was  first 
remarked  upon ;  then  the  word  "  Do"  rubbed 
out,  and  so  on  until  the  word  "Jesus"  alone 
remained. 


Do  I  Love  Jesus? 


No.  5. 

£0N££CRy\Ti0^. 

Little  Emma,  a  child  of  Grace  Mission,  New 
York,  lay  dying.  Her  parents  were  very  poor. 
She  reached  out  her  little  hands,  and  said  to  her 
grandmother,  "Granny,  will  you  bring  me  my 

19 


218         BLACKBOARD  TEACHING. 

forty-eight  cents  that  I  have  saved  for  Jesus  to 
give  to  the  mission-school?"  The  money  was 
brought  in  the  little  purse ;  and,  as  the  child  re- 
ceived it,  she  said,  "  Dear  Granny,  see  that  Jesus 
gets  it  all  /"  The  dear  child  was  fearful  lest  her 
mother,  in  the  pinchings  of  poverty,  might  be 
tempted  to  appropriate  to  her  own  use  the  little 
sum  she  had  thus  "  saved  for  Jesus."  On  the  next 
Sabbath,  Raph  Wells,  the  Superintendent,  had 
written  in  bold  letters  upon  the  board  little 
Emmas  words : 


"SEE  THAT  JESUS  GETS  IT  ALL!" 


The  incident,  with  its  lesson  of  Consecration, 
was  the  theme  of  the  closing  exercises.  There 
are  many  dying  words  and  pleasant  sayings  that 
may  thus  be  utilized  and  perpetuated  by  the 
friendly  help  of  the  blackboard. 


VERSE  LESSONS.  219 


6.  THE   VERSE    LESSON. 

The  Verse  Lesson  is  a  metrical  Head  Lesson 
adapted  to  some  familiar  tune ;  the  heads  alone 
being  first  expressed  upon  the  board  in  such 
order  as  to  be  in  proper  place  when,  at  the  close 
of  the  lesson,  the  verse  is  written  out  complete. 
This  class  of  lesson,  I  believe,  originated  with 
Rev.  Mr.  Taylor,  of  Philadelphia;*  and  I  give  the 
following  description  and  illustration  of  his  mode, 
taken  from  the  Sunday-School  Times: — 

"  Mr.  Taylor  s  mode  is  to  refer  the  scholars  to 
proof  passages  in  their  Bibles  (each  pupil  being 
expected  to  have  a  Bible  in  hand,  ready  for  use). 
By  questioning,  the  subject  of  the  text  thus 
found  is  drawn  from  the  scholars  and  written 
upon  the  board.  Several  texts  having  thus  been 
looked  up,  and  their  meaning  and  connection 
shown  by  the  teacher  in  a  sort  of  running  lecture, 
catechising  and  comment,  the  points  are  written 
down  on  the  board  with  seeming  indifference  as 
to  position ;  but,  as  it  afterwards  proves,  with 

*  Now  editor  of  the  "  Sunday-School  Workman,"  New  York. 


220         BLACKBOARD  TEACHING. 

intentional  care.  For  example,  in  the  lesson 
before  us,  after  all  the  points  are  drawn  from  the 
scholars,  the  board  appeared  as  follows : — 

No.   1. 


depraved 

saved 

Unfaithful   wicked 

unclean 

Jesus'  merit 

nothing-  good 

purchased 

Saviour's  blood 

Helpless 

Show  mercy- 

me. 

"  The  points  having  been  thus  expressed  on  the 
board,  a  brief  recapitulation  of  the  whole  lesson 
is  gone  over;  the  teacher  filling  in  while  giving 
it  the  connecting  links,  so  as  to  make  a  complete 
and,  as  we  may  note  below,  a  rhythmical,  arrange- 
ment of  the  lesson.  The  exercise  then  stands 
out  on  the  board  as  follows,  and  is  sung  by  the 
school  to  the  tune  of  '  Sweet  hour  of  prayer/ 


VERSE   LESSONS.  221 


By  nature  totally  depraved, 
In  Jesus  Christ  I'm  fully  saved; 
Unfaithful,  wicked,  and  unclean, 
On  Jesus'  merit  let  me  lean. 
Though  in  myself  there's  nothing  good, 
I'm  purchased  with  my  Saviour's  blood, 
Helpless,  myself,  I  look  to  Thee ; 
Show  meroy,  gracious  Lord,  to  me. 


"  The  audience  sung  the  tune  with  spirit,  and 
with  seeming  delight  at  the  success  of  the  whole 
representation.  It  is  not  necessary  to  say  how 
keenly  young  people  appreciate  such  an  effort  to 
combine  instruction  with  delight,  for  their  special 
use.  They  sing  a  hymn  thus  written  specially 
for  them,  as  if  it  was  their  own,  with  spirit  and 
with  vim,  and  the  lesson  it  contains  is  impressed 
with  deep  and  abiding  power  upon  them. 

"  The  sense  of  the  convention  plainly  was  that 
the  above  exercise  was  a  skillful  success.  Few, 
however,  are  gifted  with  the  requisite  power  of 
versification  to  make  such  a  lesson;  and  the 
great    body    of    superintendents    and    teachers 

19* 


222         BLACKBOARD  TEACHING. 

scarcely  need  the  caution  that  they  make  not 
themselves  ridiculous,  and  their  subject  con- 
temptible, by  an  attempt  at  rhyming  when  the 
gift  is  wanting." 

An  analysis  of  this  lesson  shows  that  the 
teacher  had  two  thoughts  which  he  wished  to 
impress:  (1.)  The  Sinner's  depravity  and  help- 
lessness; (2.)  Christ's  infinite  merit.  These 
thoughts  are  expressed  in  alternate  lines  through 
the  verse.  This  hint  will  be  helpful  to  others 
in  the  construction  of  similar  lessons. 

It  is  plainly  better  to  use  original  verses,  as 
the  scholars  cannot,  then,  anticipate  the  theme, 
and  thus  impair  the  interest  of  the  exercise. 
But  teachers  mav  make  this  class  of  lessons 
profitable  by  choosing  some  verse  from  the  sing- 
ing book  in  use,  in  which  the  points  sought  to  be 
impressed  are  suitably  expressed.  An  examina- 
tion of  almost  any  collection  of  hymns  will  supply 
such  verses,  and  the  concordance  will  supply 
proper  texts  for  the  key-words  and  main  thoughts. 
I  have  tried  this  plan  with  success  in  my  own 
school ;  and  it  makes  the  use  of  this  method  prac- 
ticable for  those  who  have  no  gift  for  rhyming. 


VERSE   LESSONS.  223 


No.   2. 

AITH. 

EX.  XIII,  XIV.:  HEB.  XI.  6. 


f 


This  exercise  is  also  one  of  Mr.  Taylor's  les- 
sons.    The  verse  is  in  L.  M. 


"Without  FAITH,  it  is  impossible  to  please  Him." 

Though  spies  with  Eshcol  fruit  returned, 
The  people's  hearts  in  anger  burned, 
Their  murmuring  reached  Jehovah's  ears, 
He  made  them  wander  forty  years. 


Lord,  give  us  Faith  to  trust  Thee  well, 
Xor  ever  murmur  or  rebel, 
Be  with  us,  guide  us  by  thy  hand, 
And  bring  us  to  the  promised  land. 


224         BLACKBOARD  TEACHING. 

No.   3. 
JhJE    JugT    JUDQMEJ^T. 


My  soul  lies  humbled  in  the  dust, 
And  owns  thy  dreadful  sentence  just ; 
Look  down,  O  Lord,  with  pitying  eye, 
And  save  the  soul  condemned  to  die. 

Psalm  li.  1,  a. 


In  using  this  lesson,  I  first  prepared  seven 
tickets,  marked  as  follows:  No.  1.  Humbled. 
Jas.  iv.  10 ;  Lam.  iii.  20  ;  Dan.  v.  20  ;  1  Pet.  v.  6. 
Mrs.  J.  (teachers name.)  No.  2.  Sentence.  2  Cor. 
i.  9  ;  Rom.  vi.  23 ;  Gen.  ii.  17.  Miss  C.  No.  3. 
Just.  Rev.  xv.  3 ;  John  v.  30 ;  Rom.  iii.  8 ;  Ps. 
li.  4.  Mr.  F.  No.  4.  Look  down.  Isa.  lxiii.  15; 
Deut.  xxvi.  15;  Ps.  xxxiii.  13;  Job  xxxiii.  27. 
Mrs.  M.  No.  5.  Pitying  eye.  Ps.  ciii.  13;  Jas. 
v.  11 ;  Joel  ii.  18 ;  Isa.  lxiii.  9.    Miss  L.     No.  6. 


VERSE   LESSONS.  225 

Save.  Jew  xvii.  14 ;  Matt.  xiv.  30 ;  Ps.  lxxi.  2 ; 
Ps.  vi.  4.  Mr.  D.  No.  7.  Condemned.  John  iii. 
18;  Job  ix.  20;  Job  x.  2;  Matt.  xii.  37.  Miss 
A.  M.  These  I  gave  to  the  teachers;  having 
made  request  that  at  the  close  of  the  class  lesson, 
or,  in  connection  with  the  lesson,  as  the  subject 
was  in  harmony  with  the  exercise,  the  texts 
should  all  be  looked  up,  and  the  classes  ready  to 
read  them  as  called  upon.  I  kept  duplicates  of 
these  cards  for  my  own  use. 

As  each  class  was  called,  the  scholars  in  turn 
read  (some  recited)  the  texts,  the  key-word  was 
written  in  red  chalk ;  and  at  the  close  filled  up 
as  above  and  sung  to  "  Hamburg."  I  thought  it 
a  profitable  exercise.  No  remarks  were  needed 
but  to  apply  and  explain  briefly  the  texts.  The 
lesson  may  be  shortened  at  pleasure  by  lessening 
the  number  of  texts. 

It  is  scarcely  necessary  to  give  further  models 
of  this  class  of  blackboard  lesson,  as  any  teacher, 
with  a  little  pains,  can  construct  exercises  similar 
to  the  above.  A  -hymn  book,  concordance,  and 
Bible  will  furnish  the  requisite  aid. 


22G  BLACKBOARD    TEACHING. 


7.    THE    CHART    LESSON. 

In  the  Chart  Lesson,  the  analysis  of  a  text, 
subject,  or  fact  is  presented  with  the  various 
connections,  divisions,  and  sub-divisions  repre- 
sented by  their  location  chiefly  by  means  of 
braces  or  columns.  This  method  of  analysis  is 
familiar  to  most  teachers  and  pupils  of  our  com- 
mon schools,  and  can  readily  be  mastered  or 
adapted  to  religious  instruction.  Of  course,  there 
can  be  no  invariable  form  into  which,  as  in  a 
mould,  the  chart  must  be  cast ;  the  teacher  must 
arrange  that  according  to  his  own  views  of  the 
lesson,  and  the  simpler  the  arrangement  the 
better. 


No.  1. 

7H£     lyV/^IB    OF    <}0D. 

JOHN  I.  29. 

The  following  is  a  chart  arrangement  of  the 
familiar  text,  "  Behold  the  Lamb  of  God,  which 
taketh  away  the  sin  of  the  world."     The  lesson 


CHART    LESSONS. 


99 


-W 


develops  around  the  questions  : — 1.  Who  was  the 
Lamb  ?  2.  What  does  He  do  ?  3.  What  are  we 
to  do? 


i 


1.  Anointed. 


I.  Of  GOD<  2-  Sent 


3.  Accepted. 


m^   T  ,„„  J  II.  Which  taketh  f  1-  Guilt  by  Sacrifice. 
1HL   LAMBx  away  the  Sin< 

of  the  World  \2-  Power  by  His  Spirit. 


.III.  Beho!d 


1.  Think  about. 

2.  Believe  in. 


No.  2. 
JhE    ^VUrRIAQE    yVT    ^ANy\. 

JOHN  II.  1-12. 

This  has  been  the  lesson  for  the  day.  At  the 
close,  the  board  being  clear,  the  teacher  says : 
Of  whom  have  Ave  been  learning  to-day?  (Jesus.) 
[Write  this  word,  as  below,  in  blue  chalk.]  What 
did  Jesus  do?  (Made  water  into  wine.)  [Ex- 
tend the  brace ;  write  water  in  white  crayon ; 


228 


BLACKBOARD   TEACHING, 


and,  below,  wine  in  red.]     There  it  is:   Jesus 
(made)  water  (into)  wine.     That  is  our  lesson. 


"  WATER 

Rain. 
Seed. 
Vine. 
Bud. 

Jesus  ; 

is  God' 

SUN. 
Grape 

WINE 

V 

Juice. 

,  W5NE. 

1 

Now  I  have  some  other  things  to  ask  you 
about. 

Did  you  ever  see  water  ?  What  is  it  made  up 
of?  (Drops.)  How  large  is  a  drop  ?  Not  very 
big,  then  ;  just  a  little,  wee  thing.  Did  you  ever 
see  one  fall  from  the  sky  ?  Could  you  make  one 
fall?  No!  Why?  (Couldn't.)  Couldn't  I? 
(No.)  Couldn't  the  Superintendent?  Couldn't 
Mr.  A.  ? — he  is  a  great,  strong  man  ?  Could  any 
one?  (No  man.)  But  think;  who  makes  the 
water-drops  ?     (God.)     Now  I  shall  write  up  here 


CHART   LESSONS.  229 

rain,  and  down  here  to  remember  who  makes  it. 
Who  ?  (God.)  If  you  take  off  the  skin  of  the 
grape,  what  do  you  next  find?  (Pulp.)  And 
in  the  centre  of  that?  (Seeds.)  Couldn't  you 
make  such  a  little  thing  as  that?  Could  the 
carpenter,  jeweler,  sculptor  ?  (No.)  Who  could? 
— speak  it  softly — who?  (God.)  Yes,  God  alone 
can  make  the  [write]  seed. 

In  the  same  way  follow  the  seed  through  the 
soil,  bringing  out  the  impossibility  of  any  power 
but  God  creating  the  vine  and  bud.  Show  that 
no  one  could  cause  the  Sun  to  rise  a  second 
earlier,  or  shine  a  moment  later.  That  the 
President  might  order,  and  General  Grant  and 
Admiral  Farrasmt  micrht  bombard  with  all  the 
great  guns  of  army  and  navy,  and  the  Sun,  which 
ripens  and  makes  the  grape,  will  obey  only  the 
bidding  of — God.  He  causes  the  Sun  to  shine ; 
the  grape  is  formed ;  its  juice  is  expressed  from 
the  purple  cluster,  and  we  have  the  wine.  Thus, 
through  the  processes  of  Nature,  God  makes  the 
rain  into  the  juice  of  the  grape,  or  wine. 

Eeview  the  lesson  thus  :  Pointing  to  the  word 
God,  and  the  words  in  the  second  column  suc- 

20 


230         BLACKBOARD  TEACHING. 

cessively,  have  the  school  repeat:  God  [made 
the]  rain;  God  [made  the]  seed;  God  [made 
the]  vine,  &c.  God  [made  the]  grape  juice,  or 
wine.  Then  return  to  the  first  column :  What 
did  Jesus  do  at  the  marriage  in  Cana?  Jesus 
[made]  water  [into]  wine.  What  did  God  do 
every  year  in  the  vineyards  of  Judea?  God 
[made]  rain  [into]  wine.  Could  any  one  but 
God  do  that  ?  (No.)  Now,  children,  notice  what 
I  do.  I  want  to  add  another  word  here.  [Take 
the  blue  chalk  and  write,  as  above,  IS.  What 
is  the  word?  (IS.)  Read  this  line  across, — 
Jesus  is  God.  Very  softly,  now, — Jesus  is  God. 
Yes,  does  not  our  lesson  prove  it  ?  Who  among 
you  can  tell  me  why  you  believe  this  ?  [Because 
Jesus  did  by  his  own  jooiver  tvJiat  only  God  can  do.) 
Therefore,  (very  softly  again,)  Jesus  is  God. 

The  above  lesson,  if  skillfully  handled,  and 
closed  solemnly  and  quietly,  will  make  a  deep 
impression  upon  the  children.  In  approaching 
the  conclusion,  let  there  be  no  hurry ;  allow  the 
argument  to  enter  the  minds  of  the  children,  and 
fasten  itself.  It  will  surely  do  so,  if  I  may  judge 
from  my  own  experience  with  this  lesson. 


CHART    LESSONS.  231 

In  repeating  this  exercise  before  a  State  Con- 
vention of  Sunday-school  Teachers,  some  one 
raised  the  query  as  to  the  propriety  and  truth  of 
the  statement,  God  made  wine.  A  child  would 
hardly  have  done  this.  I  have  shaped  the  lesson 
so  as  to  restrict  the  use  of  the  word  "  wTine"  to 
the  juice  of  the  grape.  I  have  also  spoken  in 
the  past  tense,  and  cannot  see  how  the  fact  or 
statement  that  God,  by  natural  means,  made 
water  into  wine,  can  have  any  different  bearing 
upon  the  present  phases  of  the  Temperance  ques- 
tion than  the  fact  that  Jesus,  by  supernatural 
means  made  water  into  wine. 


No.  3. 

JhZ    JhREE    fREEg. 

The  substance  of  the  lesson  is  sufficiently  sug- 
gested below.  As  to  execution,  write,  in  white 
chalk,  the  caption,  the  braces,  the  figures  1,  2,  3, 
and  the  headings,  description,  name,  &c.  Then, 
with  yellow  crayon,  sketch  the  outlines  of  the 
apple-tree.     These    outlines    of   the    apple,    the 


232 


BLACKBOARD   TEACHING. 


cross,  and  the  pine  may  be  omitted,  or  may  be 
made  beforehand.  The  whole  board  being  pre- 
pared, ready  for  filling  up  the  chart,  proceed  with 
column  No.  1,  as  follows : — Write  the  reference 
text )  have  the  scholars  look  it  up;  give  the 
name,  location,  and  fruit ;  making  such  remarks 
or  farther  Scripture  references  as  may  be  wished. 
So,  also,  with  No.  2,  which  should  be  with  red 
chalk ;  and  No.  3,  with  green.  If  it  is  desirable 
to  shorten  the  lesson,  write  the  references,  also, 
beforehand,  and  assign  them  to  classes  or  scholars 
to  be  ready  with  answers. 


THE   THREE  TREES. 


± 


Description, 

Gen.  Hi. 

1  Pet.  xxii.  4. 

Rev.  ii.  7. 

Name, 

< 

Knowledge 

of 

Good  &  EvI! 

The 
CROSS. 

The  Tree 

of 

LIFE. 

Place, 

Eden. 

Calvary. 

Heaven. 

Fruit, 

Death. 

Redemption. 

Eternal  Joys. 

CHART   LESSONS. 


233 


No.  4. 

JHE     jMNAL    JlJDQJVlENT. 

MATT.  XXV.  31-46. 


H 

4 

1 

Come 

Depart 

Blessed 

Cursed 

R- 

..Christ 

---  L 

i 

l 

i 

I 

i 

H 

SOULS 

Heb.  ix.  27. 

2  Cor.  v.  10. 

Rev.  xxii. 

14. 

Matt,  xxv,  30. 

Rev.  xxi. 

25. 

READ 

Rev.  xxii.  15. 

S@* 

2  Peter  iii.  9-15.    eD©a 

The  above  chart  is  intended  to  exhibit  the 
Scripture  view  of  the  Judgment  of  Souls,  espe- 
cially in  connection  with  Matt.  xxv.  31-46.    The 


20* 


234         BLACKBOARD  TEACHING. 

Scripture  references  should  be  placed  upon  the 
board  at  the  opening  of  school.  The  rest  of  the 
lesson  should  then  proceed  thus :  First,  the  cer- 
tainty of  death;  (2  Cor.  v.  10?)  the  judgment- 
seat  at  which  departed  souls  shall  stand ;  Christ 
the  Judge.  Second,  the  reward  of  the  Righteous; 
the  Right  hand  the  place  of  honor,  welcome, 
blessing,  Heaven.  Third,  the  doom  of  the  Wicked. 
The  texts  should  be  used  in  their  proper  order, 
as  shown  above.  The  application  from  2  Peter 
hi.  may  be  read  in  concert. 


No.  5. 

pRAYEFi    fOR   THE    j4oj.Y   ^HOgT. 

LUKE  XL  13. 

This  example  and  the  following  are  a  com- 
bination of  the  Chart  and  the  Acrostic  Lesson ; 
but  are  classified  as  charts  because  the  acrostic 
is  rather  an  incidental  than  a  principal  feature. 
The  purpose  of  the  lesson  is  sufficiently  plain. 
The  words  in  the  column  "  ye,"  &c,  should  com- 
mence with  small  letters,  and  should  be  written 


CHART   LESSONS. 


235 


in  red  chalk.  The  design  here  represents  the 
board  as  at  the  close.  See  note,  next  example, 
for  further  instruction. 


The    Promise. 
Matt.  vii.  7. 

Ask Given. 

Seek Find. 

Knock Opened. 


The   Argument. 


ye 

evil 

e-e- 

chl. 


Luke  xi.  13. 

r  liow  much  more  I 
"ASK!" 


Path. 
Heav. 
H.  S. 

,th.  ask. 


The  argument  is  brought  out  by  contrast  of  the 
opposite  words:  ye— Father;  evil— Heavenly ; 
good  gifts— the  Holy  Spirit;  children— them 
that  ask. 


236  BLACKBOARD  TEACHING. 


No.  6. 

{■[OD    THE    j4jEy\REF[    OF    pR/iYE^. 


God  is  the  Hearer  of  Prayer 

Tlie    Promise. 


Matt.  vii.  8. 

Every  one  that 

Asketh, 

B-eceiveth." 


The    Proof. 

1.  Psalm  lxxvii.  1. 

I  cried  unto  God 

He  gave  EAR   unto  me. 

2.  Ps.  xciv.  9 ;  ex  v.  6. 

3.  Isa.  lix.  1. 


The    Application. 


1.  $6^"  Psalm  cxv.  2. 

2.  £g^  Isaiah  lv.  3. 


1.  The  Promise — (1.)  made  to  every  one  (2.)  on 
the  sole  condition  of  asking  in  faith,  is  (3.)  that 
he  shall  receive. 

2.  The  Proof — given  is  (1.)  God  has  always 
given  EAR  to  his  people's  cries.  (2.)  "He  that 
planted  the  EAR  shall  he  not  hear?"  Ps.xciv.9. 
He  is  able  to  hear  us,  unlike  the  gods  of  the 
heathen  who  "  have  ears  but  they  hear  not."  Ps. 
cxv.  6.     (3.)   He  is  always  willing  to  give  ear  to 


CHART    LESSONS.  237 

prayer.     "  Nor  is  His  ear  heavy  that  it  cannot 
hear."     Isa.  lix.  1. 

Applications.— (1.)  Ps.  cxv.  2,  " :  Because  He 
hath  inclined  his  ear  unto  me,  therefore  will  I 
call  upon  Him  as  long  as  I  live." 

(2.)  Isa.  lxv.  3,  "Incline  your  ear,  and  come 
unto  Me  ;  hear,  and  your  soul  shall  live." 


In  using  the  board,  leave  the  acrostic  arrange- 
ment for  the  close  of  the  lesson,  just  before  the 
Applications ;  then  write  the  initials  E-A-K,  and 
fill  up  the  text.  The  discovery  of  the  acrostic 
will  be  a  pleasant  surprise  to  the  scholars,  and 
aid  in  impressing  the  truth  of  the  lesson.  The 
same  method  should  be  observed  in  the  preceding 
lesson  with  the  arrangement  of  the  text,  A-S-K, 
&c. 


238 


BLACKBOARD   TEACHING. 


No.  7. 

Jhe  ^Uajjl  of  ^ACCHEUg, 


LUKE   XIX.  1-9. 
By  Ralph  Wells. 


Place. 


100 


He    sought   to    see    Jesus." 

Result. 


trees 


Man. 

little 
rich 
cheat 
ran 


Meeting. 

call 
at  once 


Salvation 
pay  back 


This  lesson  was  given  at  the  New  York  City 
Institute,  of  1867,  to  an  Infant  Class,  and  was 
printed  in  the  report  of  that  body.  I  had  the 
pleasure  of  listening  to  it,  and  would  be  glad 
could  that  pleasure  be  made  practicable  to  many 
others  by  the  printing  of  the  entire  exercise  in 
tract  form.     Mr.  Wells's  management  of  his  sub- 


CHART   LESSONS.  239 

ject,  and  of  the  children,  would  be  a  profitable 
study  for  any  Sunday-school  worker.  The  black- 
board was  also  used  to  illustrate  the  palm-tree 
and  the  ancient  city  walls ;  but  the  chart  was,  in 
substance,  nearly  as  given  here. 

1.  Place. — Jericho ;  population  of  one  hundred 
thousand ;  palm-trees  grew  around  it  and  it  was 
called  the  City  of  Palm-Trees. 

2.  Man. — His  name  was  Zaccheus ;  he  used  to 
write  it  thus,  hDV;  he  was  a  little  man ;  a  rich 
man ;  a  cheat.  "  He  sought  to  see  Jesus ;"  he 
ran  to  see  Him. 

3.  Meeting. — Jesus  saw  Zaccheus,  and  called 
him  by  name,  and  Zaccheus  came  down  at  once ; 
made  haste. 

4.  The  Result. — "  This  day  is  Salvation  come 
to  this  house."  Zaccheus  made  restitution;  payed 
back. 


240 


BLACKBOARD    TEACHING. 


No.    8. 

£0MIjMQ    TO    £HRIgT. 

By  Rev.  G.  C.  Lorimer. 

The  following  exercise  is  a  happy  combination 
of  the  acrostic  and  chart : — 


"CC 

To  Whom? 

>ME."— Matt.  xi. 

28. 

Hoiv? 

Why? 

Christ, 

Confidingly, 

Comforted, 

Only, 

Obediently, 

Ordained, 

Mighty, 

Mournfully, 

Merited, 

Eternal. 

Earnestly. 

Enriched. 

CHART   LESSONS. 


241 


No.  9. 


Jh£    pEBTOFf    £o^D£]VWJE:D, 


Bible    Book-keeping. 

Eom.  xiv.  12. 


Dr. 


Un-Believer. 


Cr. 


1867 
Jan.  1 


1868 
Jan.  1 


To  Sundries 


Due 


Gal. 
v.  3 
Gal 
v.  19 
Gal. 
xx.  21 


iRom. 
"\  18 


Heb. 
xii.  14 


1867  | 
Jan.  1  By  Sundries 


Roin. 
x.  3 

lsa. 
lxiv.6 


00 

000 


Rom. 
iii.  10 


Judgment  of  the  Court. 

2  Cor.  v.  10. 

Recorded  Matt.  xxv.  30;  Rom.  vi.  23. 


This  lesson,  and  the  following,  will  be  received 
with  great  favor  by  the  young  men  especially. 
The  chart  itself  sufficiently  explains  the  tenor  of 
the  lesson.  In  the  course  of  the  address  have 
the  references  looked  up  by  the  scholars,  from 
the  Bible  (the  Journal),  and  make  the  applica- 
tion. The  Sinner  is  shown  to  be  a  bankrupt 
debtor.  A  debtor  to  do  the  whole  law  (Gal.  v. 
3),  yet  charged  with   sins  of  most  aggravated 

21 


242         BLACKBOARD  TEACHING. 

character  and  incalculable  number.  The  sum 
of  his  sins  lies  in  the  fact  that  there  is  no  fear  of 
God  before  his  eyes  (Rom.  iii.  18),  and  the  sum 
of  his  debt  to  the  law  is  Holiness,  without  which 
no  man  shall  see  the  Lord  (Heb.  xii.  14).  The 
effort  to  cancel  the  debt  by  going  about  to  estab- 
lish his  own  righteousness  (Rom.  x.  3)  is  vain; 
for  his  righteousnesses  are  as  filthy  rags  (Isa. 
lxiv.  6).  No  good  thing  meritorious  for  salva- 
tion has  he  to  offer  in  payment;  no,  not  one 
(Rom.  iii.  10).  And  so  charged  with  infinite 
merit — holiness ;  and  with  nothing  save  infinite 
demerit  to  meet  the  just  demand;  his  accounts 
go  into  Court,  the  judgment-seat  of  Christ  (2  Cor. 
v.  10),  and  the  sentence  is :  Cast  ye  the  unprofit- 
able  servant  into  outer  darkness  (Matt.  xxv.  30), 
for  the  wages  of  sin  is  death  (Rom.  vi.  23). 


CHART    LESSONS. 


243 


No.  10. 


JrE    pEBTO^    JugTIflED. 


Bible   Book-keeping. 

Dr.                          Believer.                          Cr. 

lo66 

i  18G8 

Jan.  1 

To  Sundries 

Heb. 
xii.  14 

X 

Jan.  1 

By  Sundries 

Rom. 
x.  4 

X 

<< 

John 
iii.  5. 

y 

M 

«( 

Rom. 
viii.  6 

y 

ii 

CI 

John 
iii.  IS 

z 

«« 

tc 

Rom. 
iv.  5 

z 

Heb. 
iv.  9 
John 
xiv.  2 

«( 

H 

Rom. 
viii.  32 

X 

Balance  / 

Heb. 
xii.  28 
1  Pet. 

v.  4 
I  Cor. 

ii.  9 

1  Cor.  i.  30. 

1  Cor.  i.  30. 

Judgment  of  the  Court. 

Recorded  Rom.  viii.  33 ;  1  John  i.  7. 

The  Believers  account  is  treated  in  the  same 
way  as  above.  The  sum  of  his  debt  to  the  law 
is  Holiness;  and  against  this  is  credited  (Rom. 
x.  4)  Christ  the  end  of  the  law  to  every  one  that 
believeth.  To  inherit  the  Kingdom,  he  must  be 
born  again  (John  iii.  5) ;  but  to  be  spiritually 
minded  is  peace  (Eom.  viii.  6),  and  spiritual 
mindedness  is  set  to  his  credit.    He  that  believeth 


244         BLACKBOARD  TEACHING. 

not  is  condemned  (John  iii.  18) ;  but  to  him  that 
worketh  not,  but  belie veth  on  Him  that  justifieth 
the  ungodly,  his  faith  is  counted  for  righteous- 
ness (Rom.  iv.  5).  And,  besides  this,  He  that 
spared  not  his  own  Son  will  freely  give  all  things 
(Rom.  viii.  32).  The  sum  of  all  his  credit  is, 
Christ  Jesus,  who  of  God  is  made  unto  us  wisdom, 
and  righteousness,  and  sanctification,  and  redemp- 
tion (1  Cor.  i.  30).  The  Believers  balance  is, 
the  Rest  that  remaineth  (Heb.  iv.  9) ;  the  many 
Mansions  (John  xiv.  2) ;  the  Kingdom  that  can- 
not be  moved  (Heb.  xii.  28) ;  the  Crown  of  glory 
(1  Pet.  v.  4) ;  and  the  things  which  God  hath 
prepared  for  them  that  love  him  (1  Cor.  ii.  9). 
The  sum  of  all  his  joys  is,  Christ.  The  Judg- 
ment of  the  Court  is :  Who  shall  lay  any  thing 
to  the  charge  of  God's  elect  ?  It  is  God  that  justi- 
fieth (Rom.  viii.  33).  The  blood  of  Jesus  Christ 
his  Son  cleanseth  us  from  all  sin  (1  John  i.  7) . 

N.  B. — The  word  Balance,  with  references, 
and  the  double  line  should  be  written  in  red 
chalk.  The  Bible  references  correspond  to  the 
Journal  entries ;  the  letters  x,  y,  z  are  used  with 
the  algebraic  idea  of  unknown  quantity. 


CHART    LESSONS.  245 

No.  11. 

JhE    pEEDIJSIQ    OF    pIVE    JrlOUgAjm 

MARK  VI.  35-44. 

The  four  following  examples  (Nos.  11,  12, 13, 
14)  were  given  by  Capt.  W.  H.  Hayden,  Superin- 
tendent of  First  Presbyterian  Sunday-school, 
Springfield,  111.  The  simplicity  of  the  plan  and 
the  fullness  of  the  matter  alike  commend  them. 


THE  LOAVES  AND  FISHES. 

Jesus  )  (Disciples, 

_  [■  gave  to  ] 

Disciples  J  i  Multitudes, 

im~  They  did  ALL  eat. 


THE  WORD  OF  LIFE. 

Jesus  )  f  Teachers, 

_        n  I  gives  to  i 

Teacher     )  {  Scholars. 


21* 


246 


BLACKBOARD    TEACHING. 


No.  13. 

fhlE     £0W£R. 

MATTHEW  XIII.  1-9;  18-23. 


The  Seed. 


Goes  Word. 


The  Soil. 


Our  Hearts. 


8@*  May  Fruit  be  borne  TO-DAY ! 


The  lesson  aims  to  show  how  great  is  the  dan- 
ger that  the  instructions  of  the  Church  and  Sab- 
bath-school may  be  lost ;  and  to  point  out  the 
nature  of  those  dangers  as  illustrated  by  the  loss 
of  seed.  Knowing  the  fact  of  danger,  and  what 
the  dangers  are,  let  the  hearer  take  heed  !  "  Who 
hath  ears  to  hear,  let  him  hear !" — [Ed.] 


CHART   LESSONS. 


247 


No.  13. 

Jh£    plgCIPJJEg    pUJCK    £0R^ 

ON    THE    SABBATH. 

MATTHEW  XII.  1-13. 


THE  SABBATH 

A   DAY   OF 

REST 

LABOR 

from 

for 

TOIL, 

JESUS, 

CARE, 

SOULS, 

PLAY. 

HEAVEN. 

The  original  appointment  of  the  Sabbath  as  a 
Day  for  Rest  from  selfish  Toil,  disturbing  Care, 
and  worldly  Pleasure  is  the  first  division.  This, 
in  the  second  division,  is  compared  with  our  Lord's 
views  of  the  Sabbath  as  a  Day  of  Holy  Labor. 
The  two  ideas  are  shown  to  be  in  harmony  as 
being  both  in  the  spirit  of  the  law  :  "  I  will  have 
Mercy,  and  not  Sacrifice" — [Ed.] 


248         BLACKBOAKD  TEACHING. 

No.  14. 

Jhe  £aj^inq  Of  Jjevi. 

LUKE  V.  27-32. 


JESUS  { 


CALLED    LEVI. 
CALLS    YOU! 


LEVI  left  aU,  and  followed  HIM! 
J^"  Will  YOU  follow  HIM? 


Publicans  and  Sinners  Scribes  and  Pharisees 


Feasted  with  Jesns.  Rejected  Jesns. 

4®=  We  may  do  the  same.  &&-  Let  Us  not  reject  Him. 


The  divisions  of  the  above  chart  are  marked 
by  the  dashes;  they  are  three.  (1.)  Levi's  Call. 
Your  call.  (2.)  Levi's  Prompt  Response.  Will 
you  so  respond  ?     (3.)  Levi's  Feast  of  Gratitude. 

The  lesson  derived  from  the  conduct  of  the 
Pharisees,  as  compared  with  the  Publicans,  is  one 
of  the  incidents  of  the  feast. — [Ed.] 


CHART   LESSONS.  249 

No.  15 
Jh£    fjEN    ^IRQINg. 

MATTHEW  XXV.  1-14. 

By  W.  H.  Sutton. 

The  following  exercise  is  an  admirable  illus- 
tration of  the  Chart  Lesson.  The  board  had 
upon  it,  during  the  school  exercises,  the  Golden 
Text  alone.  The  chart  was  constructed  as  the 
lesson  proceeded ;  and,  at  close,  stood  as  below.  • 


"PREPARE  TO  M 

The 
Wise 

EET  THY  GODI" 

Five 

Foolish. 

Prepare. 

DEATH 
Ready. 

DOOR  I 

Inside, 

Delay. 
COMES. 

Not    Ready. 
SHUTS. 

Outside, 

Joy. 

Sorrow. 

250 


BLACKBOARD   TEACHING. 


No.  16. 
J  HZ    JLoRD'g    pR/Y^F}. 

MATTHEW  VI.  5-15. 

OUR  FATHER 


NAME 


Thy  <  KINGDOM 


WILL 


give 

FORGIVE 

LEAD 

DELIVER 


>Us 


"These  things  saith  the 

Amen, 

The  Faithful  and  True." 
Kev.  iii.  14. 


DIAGRAM    LESSONS.  251 

8.   THE    DIAGRAM    LESSON. 

I  have  classified  as  Diagram  Lessons  those  in 
which  the  text  or  truth  is  presented  in  the  form 
of  some  geometrical  figure,  or  is  so  arranged  as 
to  make  the  outline  of  some  familiar  object.  It 
is  a  sort  of  stepj)ing-stone  from  the  Chart  to  the 
Picture  Lesson,  but  is  sufficiently  distinct  from 
each  to  justify  a  separate  classification. 


No.   1. 

JhZ    pIVINITY    Of    $HF(IJ3T. 

HEBREWS  XIII.  8. 

The  circle  is  the  emblem  of  eternity ;  Christ 
is  forever  the  same ;  therefore,  Divine. 

At  the  close  of  the  lesson,  the  security  of  the 
believer  is  shown  to  be  in  this  Divinity  of  Christ. 
His  love  and  care  encircles  him  with  safety. 
Ps.  cxxv.  2,  "  As  the  mountains  are  round  about 
Jerusalem,  so  the  Lord  is  round  about  his  people 
from  henceforth  even  forever."     Jer.  xxxi.  3,  "  1 


252  BLACKBOARD    TEACHING. 

have  loved  thee  with  an  everlasting  love."  At 
this  point  write  the  word  "  Thee"  in  the  centre 
of  the  circle. 


4? 

"*>, 

\  " 

/ 

v^ 

* 

o 

ft 

1 

« 



"Th: 

n 

Future. 

-1 

^ 

/ 

\ 

4 

^E 

SA^ 

\ 

The  Soul's  Morning  Star. 


DIAGRAM   LESSONS.  255 

No.  2. 

KEV.  XXII.  16. 

1.  Acts  Hi.  13;  John  i.  41 ;  Matt.  i.  23. 

2.  iT/a#.  ar^i.  11;  Isa.  ix.  6;  1  Cor.  i.  24;  John  i.  1. 

3.  Heb.xiii.20;  Isa.  lv.4;  Luke  i.  79;  Jno.iv.10;  Jno.vi.35. 

4.  Heb.  xii.  21^;  Heb.  vii.  22;  1  John  ii.  1. 

5.  Heb.  xii.  2;  John  xi.  25;  John  viii.  12;  John  xiv.  6. 

6.  Acts  xvii.  7 ;  Rev.  xvii.  14 ;  Isa.  ix.  6. 

7.  Acts  xiii.  23;  1  Cor.  i.  30;  Isa.  lix.  20. 

8.  Heb.  iv.  U;  John  i.  29;  Heb.  x.  12. 

This  lesson  is  especially  appropriate  for  the 
Christmas  holidays;  it  is  meant  to  be  one  of 
instruction  or  drill  in  the  offices  and  attributes 
of  Jesus  Christ.  All  Sunday-school  scholars 
should  be  made  familiar  with  the  names  of  Jesus, 
and  their  meaning  as  applied  to  him. 

The  design  of  the  lesson  is  to  show  the  glory 
of  Jesus  above  all  others  and  all  else,  by  show- 
ing those  features  which  make  up  his  glory ;  and 
this  is  done  by  using  the  metaphor  used,  Rev. 
xxii.  16.  The  Morning  Star  is  the  brightest  of 
all  stars.  Its  beauty  and  brightness  depend  upon 
the  rays  which  it  sends  out.     Each  of  the  eight 


256  BLACKBOARD   TEACHING. 

offices  of  Jesus  represented  is  one  of  the  principal 
rays  in  the  brightness  of  his  glory.  The  names 
that  form  the  points  of  the  Star  explain  and 
strengthen  the  rays.  All  the  texts  composing 
the  central  rays  should  be  quite  familiar  to  the 
teacher,  and  may  be  easily  made  so  to  the 
scholars.  The  references  are  given  in  the  order 
in  which  they  occur  as  numbered,  thus  :  1.  Son, 
Messiah,  Immanuel;  2.  Prophet,  Counsellor,  &c. 

Drawing. — Mark  off  a  large  square  on  the 
board;  bisect  the  sides;  and  on  each  side,  as  a 
base,  erect  a  triangle,  the  apex  being  the  point  of 
bisection  opposite.  This  forms  the  outline  of  the 
Star.  The  centre  S,  and  the  other  letters  of  the 
words  jeSus,  may  be  written  in  red  chalk.  If 
the  board  is  too  small  to  allow  the  entire  texts, 
names  alone  may  be  used,  thus  :  (1.)  His  Son 
jeSus;  (2.)  jeSus  the  Prophet;  (3.)  jeSus  the 
Shepherd  ;  (8.)  Great  High  Priest  jeSus,  &c. 
jeSus  is  made  the  first  word  of  four  of  the  princi- 
pal rays  and  last  of  those  opposite,  and  in  line 
with  them.  For  an  Acrostic  Lesson  upon  the 
same  text,  see  page  205. 


DIAGRAM   LESSONS.  257 


No 

.  3. 

The 

J4oly  Jf^ity. 

MATT. 

III.  16,  1\ 

';  LUKE  III.  22. 

GOD 

THE 

FATHER 

Rom.  i.  7,  God  Our  Father.  Heb.  i.  8,  Unto 
the  Son  He  saith,  Thy  throne,  0  God,  is  for- 
ever. Tit.  iii.  5,  Saved  by  the  renewing  of  the 
Holy  Ghost.     Matt,  xxviii.  19 ;  2  Cor.  xiii.  14. 

Q.  "  How  many  Persons  are  there  in  the  God- 
head ?"     Explain  the  Doxology. 

"  Praise  God  from  whom  all  blessings  flow ; 
Praise  Him  all  creatures  here  below  ; 
Praise  Him  above,  ye  heavenly  host, 
Praise  Father,  Son,  and  Holy  Ghost !" 

22* 


258         BLACKBOARD  TEACHING. 
No.  4. 

Jhz  Jree  of  JLife. 

REV.  II.  7. 

The  discourse  was  a  contrast  between  the 
Christmas  trees  which  men  build  here,  and  the 
Tree  of  Life  which  God  has  planted  for  us. 

1.  Where  it  Grows. — Our  trees  here  are  on 
earth,  in  our  parents'  homes,  in  boxes  or  frames; 
mid-winter  outside.  That  is  in  heaven,  in  the 
Father's  Home,  on  the  banks  of  the  River  of  Life, 
in  eternal  spring. 

2.  What  it  Bears. —  These  are  covered  with 
toys  and  bons,  that  soon  are  gone  ;  that  are  tied 
on;  and  that  very  often  cause  illness  from  eating : 
the  tree  looks  green,  but  it  is  a  dead  bough,  and 
will  soon  wither  away,  be  stripped,  and  cast  out 
or  burned.  That  is  living ;  bears  real  fruit  of 
many  kinds ;  is  ever  green  and  ever  bearing ; 
and  its  leaves  heal  and  comfort  men's  hearts. 

These  have  gifts  for  friends  and  children  of 
our  families;    That,  God's  children.      These  are 


The  Tree  of  Life. 


DIAGRAM   LESSONS.  261 

usually  for  all,  without  regard  to  character; 
That  for  those  who  love  and  obey  God.  Many 
little  ones  were  too  poor  to  have  Christmas  trees; 
but  all,  without  money  or  price,  may  have  a 
"right  to  the  Tree  of  Life."  Only  by  Faith 
become  one  of  God's  dear  children. 

3.  For  Whom  are  its  Fruits. — "  Him  that  over- 
cometh."  (John  xvi.  33;  Rev.  vii.  14.)  "  Blessed 
are  they  that  do  His  Commandments,  that  they 
may  have  right  to  the  Tree  of  Life."  (Rev.  xxii. 
14 ;  Prov.  iii.  18.) 


This  lesson  was  given  in  my  school  as  a  Christ- 
mas Lesson.  The  diagram  was  placed  upon  the 
board  in  colors;  the  letters  green,  except  the 
trunk,  G-O-D,  which  was  brown.  The  "  I,"  in 
the  centre  of  the  tree,  was  put  in  red,  with  a 
halo  around  it,  penetrating  to  the  ends  of  the 
boughs,  illuminating  them.  The  round  letters, 
o's,  e's,  a's,  and  others,  were  enclosed  in  various 
fruits,  as  oranges,  cherries,  lemons,  strawberries, 
pears,  &c,  which  was  readily  done  by  extending 


262         BLACKBOARD  TEACHING. 

outlines,  and  using  appropriate  colors.  The 
letters  thus  appeared  as  printed  upon  the  fruits. 
Leaves,  vines,  and  other  combinations  were  also 
formed ;  the  whole  making  a  novel  and  very 
pleasant  "  Christmas  Tree"  for  the  children. 


No.  5. 

^TTRIBUTJEg     Of    <^0D. 

JOHN  IV.  19-27. 

The  diagram  is  a  view  of  the  attributes  of 
God  under  the  usual  manner  of  representing  the 
Solar  Spectrum.  The  teacher  may  first  take  the 
catechism  question,  "  What  is  God  ?  Ans.  God 
is  a  Spirit,  infinite,  eternal,  and  unchangeable  in 
His  Being,  Wisdom,  Power,  Holiness,  Justice, 
Goodness,  and  Truth."  (John  i.  5.)  "  God  is 
Light"  may  be  taken  as  suggesting  the  figure 
upon  the  board.  A  ray  of  light  passing  through 
a  prism  is  separated  into  the  seven  colors, — 
violet,  indigo,  blue,  green,  yellow,  orange,  red. 


"THE   TRUE    L70MT" 

'>\  n    ,#     StJno.A 


H- 

i 

X 

Y 

g 

" 

LOVE 


'GOD  IS   LOVE" 
GOD  IS   LIGHT 

TN0:..4:8<X  1  =  5 


The  Solar  Spectrum— The  Attributes  of  God, 


pN?m\r (CHARITY)  fr0VA  X\\\  'AS 

fBRKlND.h 


SttMT- 


2Yu.VS-A 


^>KSI -[APOSTLES&PROPHETSI  tew.l '-2Q 


mtsm\ [JESUS  CHRIST] ktoaw 


The  Column  of  Christian  Character. 


DIAGRAM   LESSONS.  267 

All  these  combined  make  the  white  ray.  So  we 
read,  "  God  is  Love."  This  is  the  single  view  of 
His  character ;  the  prevailing  "  Light"  that  fills 
the  world.  The  seven  attributes  indicated  in 
the  catechism  question  may  be  brought  out  and 
each  dwelt  upon  as  may  be  judged  proper.  The 
aim  should  be  to  give  the  class  a  true  idea  of 
God,  especially  as  a  God  of  Love. 


No.  6. 

^OLUMJSf    Of    ^HRIgT/JN    £HyVF[ACTEF{. 
Used  with  MATT.  VI.,  VII.  27-20. 

This  column  may  be  built  one  stone  at  a  time, 
with  fitting  remarks  as  each  stone  is  laid.  The 
speaker  may  call  upon  the  scholars  to  assist  in 
the  work.  The  outlines  of  the  blocks  may  be 
made  with  colored  crayons,  if  preferred;  the 
foundation  and  capstone  being  white.  The  pro- 
priety of  representing  "  Charity"  as  the  crown- 
ing grace,  and  of  printing  it  in  white,  the  com- 


268  BLACKBOARD   TEACHING. 

pound  of  all  colors,  may  be  pointed  out;  for 
"Love  (charity)  is  the  fulfilling  of  the  law." 
(Rom.  xiii.  10.) 

The  column  may  be  built  as  above  before  the 
lesson,  if  the  teacher  desire  to  take  more  pains 
with  the  drawing;  and  a  second  column  may 
during  the  lesson  be  built  beside  it.  A  compari- 
son of  the  two  will  illustrate  the  value  of  care 
in  forming  character. 


No.  7. 
JhE    ^EYgTOJ^E   OF  THE  ^RCH. 

By  H.  M.  Blossom,  St.  Louis. 

In  this  exercise,  the  inscriptions,  "  Faith, 
Obedience,  Sight,  Love,  Work,  Discipleship," 
were  written  during  the  lesson.  The  board, 
otherwise,  faced  the  school  during  the  whole 
session.  Jesus  is  the  keystone,  or  fastening 
stone  of  the  arch.  The  lesson  was  a  narrative, 
explanation,  and  application  of  the  healing  of  the 


OBEDIENCE 


FAITH 


The  Keystone  of  the  Arch. 


DIAGRAM   LESSONS.  271 

blind  man  af  Siloam  given  John  ix.  1-7.  The 
closing  review  which  follows  is  a  sufficient  key 
to  the  entire  exercise. 

We  have,  as  the  foundation  of  our  arch  what  ? 
Faith  and  Obedience. 

And  these  produce  ?     Sight. 

And  what  else  ?     Discipleship. 

And  the  fruit  of  sight  is  what  ?     Love. 

And  the  fruit  of  discipleship,  what  ?     Work. 

He  "passeth  by."  We  hear  his  voice.  It 
comes  to  us  in  tones  of  judgment,  trumpet- 
tongued,  or  in  mild  and  melting  accents  of 
mercy,  from  this  sacred  volume.  "  Passing  by," 
He  stops  and  knocks  at  the  door  of  our  hearts. 
If  we  admit  him,  the  light  of  His  presence  ban- 
ishes every  vestige  of  darkness  forever.  "  Pass- 
ing by,"  He  says,  "  Look  unto  Me,  and  be  ye 
saved."  If  in  Faith  we  make  the  effort,  by  that 
act  of  Obedience  the  eyelids  of  our  spiritual  vision 
are  unsealed,  and  we  receive  our  Sight.  The 
revelation  is  one  which  fills  us  with  "  wonder, 
love,  and  praise."  Seeing  Him,  we  worship 
him,  and  are  found  with  his  disciples.  Sight  and 
Discipleship  are  the  fruits  of  our  obedience ;  and 


272         BLACKBOARD  TEACHING. 

the  fruits  of  these  are  enduring  Love  and  un- 
wearying Labor  for  the  Master.  And,  beyond, 
we  catch  a  view  of  the  hills  of  the  Heavenly 
country  in  the  glory  of  "the  True  Light"  for- 
ever ;  for  "  the  Lamb  is  the  Light  thereof." 


PRACTICAL    HINTS.  273 


MAP  TEACHING. 


CHAPTER  XI. 

PRACTICAL    HINTS. 

IV  /TAP  TEACHING  is  one  of  the  chief  divi- 
-L*-*-  sions  of  Outline  Teaching,  and  yet  is 
plainly  included  within  the  classes  of  Blackboard 
Teaching;  and  as  such,  in  the  main,  it  is  my 
purpose  to  treat  it  here.  I  have,  however,  some- 
what to  say  upon  the  methods  of  Map  Teaching 
separate  from  the  blackboard. 

1.  Wall  Maps  in  Outline. — Good  wall  maps  of 
Palestine,  of  the  Peninsula  of  Sinai,  of  the  Land 
of  Goshen,  and  of  the  Shores  of  the  Mediterra- 
nean illustrative  of  the  travels  of  St.  Paul, 
these  four,  at  least,  ought  to  be  in  every  Sunday- 
school.     And  yet  it  is  not  easy  to  find  such  as, 


274  MAP   TEACHING. 

for  school  purposes,    are   fairly   entitled   to  be 
called  good. 

The  difficulty  with  most  maps  is,  that  they 
are  too  small,  too  much  crowded,  and  are  marred 
by  large  capital-lettered  names  of  prominent 
sections  and  localities,  which  effectually  hinder 
any  effort  to  fix  these  in  the  child's  memory, 
since  the  child  will  not  take  pains  to  rely  upon 
his  memory  while  his  eyes  serve  his  purpose 
without  any  trouble.  This  last  blemish  is 
strangely  retained  even  in  Prof.  Osborne's  new 
map  of  Palestine,  which  comes,  by  very  much, 
the  nearest  to  the  real  wants  of  the  Sunday- 
school  worker,  and  should  be  in  every  Sunday- 
school  and  lecture-room  in  the  land.  Of  the 
travels  of  Paul,  the  American  Sunday-School 
Union  published  a  map  (now  out  of  "print)  which 
would  have  answered  very  fairly  had  it  not  been 
so  sadly  marred  by  the  great  printed  names 
pasted  over  it.  The  same  society  prints  a  map 
of  the  Journeyings  of  Israel,  which  does  very 
well  except  for  large  schools.  I  know  of  no 
large  outline  maps  of  the  Peninsula  of  Sinai,  or 
of  Jerusalem  and  suburbs. 


PRACTICAL    HINTS.  275 

The  probability  is  that  such  maps  as  are  really 
needed  by  Superintendents  and  pastors  would 
not  yet  find  sufficient  sale  to  justify  their  publi- 
cation by  private  enterprise.  There  is,  there- 
fore, a  wide  field  for  some  benevolent  society  to 
occupy  in  the  direction  of  practical  and  genuine 
outline  maps  of  Bible  lands. 

2.  Home-made  Maps.  —  In  this  exigency,  the 
only  and,  perhaps,  the  best  way  for  the  teacher 
is  to  make  his  own  maps.  And  this  can  be  done 
much  more  readily  than  one  would  at  first  sup- 
pose, as  my  own  experience  may  attest.  I  had 
made  an  engagement  to  lecture  at  an  institute  on 
the  Physical  Features  of  Palestine.  There  were 
"plenty  of  maps,  and  good  ones,  too,"  I  had  heard; 
but,  on  the  afternoon  preceding  the  night  of  the 
lecture,  I  learned  casually  that  the  "  good  maps" 
would  not,  for  the  above  reasons,  suit  my  purpose 
at  all.  I  must,  therefore,  either  make  a  map,  or 
have  my  lecture  fail.  I  bought  five  yards  of 
muslin;  cut  the  piece  in  two;  had  the  sides  sewed 
together,  and  went  to  work  with  pencil,  brush, 
and  water  colors;    and,  guided  by  the  sketch- 


276  MAP   TEACHING. 

map  in  Smith's  Dictionary  (article  Palestine), 
was  soon  ready.  Since  then,  I  have  made  a  few 
additions  to  this  map,  as  they  were  needed,  in 
our  school;  but  no  names;  and,  although  the 
affair  would  hardly  pass  a  board  of  topographical 
engineers,  it  suits  for  the  general  uses  of  a  Sun- 
day-school very  well;  better,  indeed,  than  any 
map  I  have  ever  yet  had.  And  I  would  recom- 
mend this  course  to  all  workers.  Stanley's 
Sinai  and  Palestine,  and  Conybear  &  Howson's 
St.  Paul  will  furnish  the  worker  accurate  and 
complete  "copy"  for  any  maps  which  he  may 
need  to  make,  either  upon  muslin  or  upon  the 
board. 

3.  Locating  Places. — Once  get  the  bare  outlines 
of  a  country  traced  with  approximate  correct- 
ness, and,  as  occasion  requires,  new  points  can 
be  added.  It  will  be  a  help  to  the  scholars  to 
add  the  new  points  in  the  presence  of  the  school 
before  the  lesson  is  given.  If  guidance  is  needed, 
a  light  pencil-stroke  on  the  muslin,  carefully 
drawn  beforehand,  will  be  a  sufficient  guide  to 
the  eye  for  Liying  on  the  water  color.     In  con- 


PRACTICAL  HINTS.  277 

structing  the  above  map,  I  used  the  "  Triangula- 
tion"  given  below,  page  281. 

4.  Color  Signs. — It  will  be  well  to  have  uni- 
formity in  the  colors  used  for  the  various  divi- 
sions of  the  surface.  That  is,  let  mountains  be 
always  printed  in  yellow,  rivers  and  lakes  in  blue, 
towns  hi  red.  Of  course,  it  will  not  always,  per- 
haps not  often,  be  desirable  to  use  colors  in  off- 
hand mapping ;  but  when  the  teacher  does  want 
to  give  his  work  a  little  better  finish,  or  when  it 
is  necessary  to  distinguish  clearly  between  lines, 
it  will  be  well  to  have  the  scholars  understand 
that  each  color  has  a  definite  and  fixed  signifi- 
cance. 

5.  Time  for  Map  Lessons. — I  would  recommend 
that  the  use  of  the  map  be  made  one  of  the 
regular  exercises  of  the  school,  and  that  five 
minutes  be  given  for  it  in  the  order  just  preced- 
ing the  recitation.  For,  sacred  geography  is 
nevertheless  geography;  and  when  the  lesson  is 
mere  drill  in  that  science,  there  will  be  danger 
of  dissipating  the  serious  impressions  made  by 

24 


278  MAP   TEACHING. 

the  teachers  during  their  lessons,  should  the  ex- 
ercise follow  the  recitation.  The  last  moments 
of  school  should  be  wholly  given  to  deepening 
the  spiritual  impressions  made  in  the  class. 
Nothing  should  be  permitted  to  change  this  aim. 

In  the  ten  minutes,  at  the  close  of  school, 
allowed  me,  as  Pastor,  for  address,  I  have,  in- 
deed, sometimes  given  what  might  be  called  a 
Geography  Lesson;  but  it  was  such  an  one  as 
used  the  geographical  references  of  the  regular 
text  as  a  handle  upon  which  to  fix  the  one  great 
spiritual  truth  with  which  I  wished  to  assail  the 
hearts  of  the  children.  The  examples  given 
below  explain  my  habit  in  this  particular. 

A  very  satisfactory  plan  is  to  divide  the  lesson 
so  as  to  give  the  geography  proper  in  the  five 
minutes  before  recitation,  and  the  historical 
references  and  the  spiritual  application  after- 
ward. 

6.  Class  Maps. — The  use  of  maps  in  the  class 
would  be  found  a  great  help  to  all  teachers. 
There  is  no  reason  why  the  entire  geography 
teaching  of  Sunday-schools  should  be  confined  to 


PRACTICAL    HINTS.  279 

the  Superintendent  and  wall  maps.  Several 
series  of  Class  Maps  have  been  published,  which 
make  Map  Teaching  practical  to  any  one.  But 
the  most  helpful  aid  for  this  work  is  the 
Kelief  Map,  in  which  the  physical  features  of 
the  Holy  Land  are  brought  out  in  relief;  i.  e., 
the  relative  elevations  of  the  surface,  as  well  as 
the  locations  of  the  various  mountains,  rivers, 
plains,  &c,  are  fairly  represented.  This  map  is 
of  convenient  size  for  olass  use ;  its  cost  is  about 
one  dollar. 

7.  The  Final  Aim. — I  have  nothing  to  add 
upon  this  point  save  the  caution  that  we  are  to 
remember  that  giving  knowledge  of  Bible  lands 
is  no  more  to  be  justified  as  a  proper  aim  of  the 
Sunday-school  teacher  than  giving  knowledge  of 
other  lands,  save  only  as  it  leads  to  a  better 
knowledge  and  following  of  Bible  truth.  This, 
as  all  other  scientific  learning,  is  but  the  "  school- 
master" that  leads  to  Christ ! 


280  MAP    TEACHING. 


CHAPTER  XII. 

BLACKBOARD   MAPPING. 

"A  /TAP  LESSONS  upon  the  blackboard  cannot 
-*-*-*-  be  given  with  much  success  without  at 
least  so  much  skill,  on  the  part  of  the  teacher,  as 
will  enable  him  to  sketch  at  will  a  rough  ap- 
proximate outline  of  the  looality  under  considera- 
tion. To  master  the  boundaries  of  Palestine,  I 
recommend  the  following  "  Triangulation,"  which 
I  have  found  very  helpful  to  myself.  Draw  a 
perpendicular  line  of  any  length  A  B;  at  its  base, 
draw  C  B  perpendicular,  equal  to  one-half  of  A  B; 
divide  A  B  into  twelve  equal  parts.  Or  thus : 
draw  the  line  0  B ;  bisect  and  add  0  A=  i  0  B, 
and  then  subdivide.  Draw  A  D  =  2  parts,  and 
unite  D  and  C.  This  gives  the  outlines  of  the 
Holy  Land  proper.  The  boundaries  of  the  trans- 
Jordan  tribes,  Reuben,  Gad,  and  half-Manasseh, 
are  determined  by  a  parallellogram  H  G  E  A, 
whose  base  HG  =  2  parts,  and  side  =  10  parts 


Triangulation  of  Palestine, 


BLACKBOARD   MAPPING.  283 

reckoned  from  E.  To  complete  the  outline,  the 
Sea  of  Galilee  is  the  unit  of  measure,  being  =  1 
part.  It  lies  between  8  and  9  (reckoning  from 
the  foot  of  the  line  B),  in  the  shape  of  a  kidney, 
and  is  divided  into  nearly  equal  parts  by  the  line 
A  B.  From  0,  the  point  on  A  B,  at  the  end  of 
the  Sea  of  Galilee,  to  the  Mediterranean  sea  coast, 
is  three  parts ;  the  point  of  the  elbow  of  Carmel 
being  about  two-thirds  of  one  part  above  this 
line.  This  much  being  determined,  the  rest  is 
easy.  Calling  the  one  part  x,  for  convenience, 
we  have  the  following  table  of  Relative  Distances 
from  this  map,  and  any  other  localities  may  be 
in  like  manner  determined  by  the  teacher.  If 
a  first  reading  does  not  give  the  key  to  this 
Triangulation,  a  little  study  and  trial  with  pencil 
and  paper  will  make  all  plain. 


284  MAP   TEACHING. 


RELATIVE  DISTANCES. 

Sea  of  Galilee  =  lx*  in  length,  Ix  wide. 
Southern  end  of  Sea  of  Gal.  =  8x  N.  from  base 
line  at  B.f 

Reckoning  from  0. 

Foot  of  Carmel        =s  Zx  west. 
Lake  Merom  =  2x  north. 

Northern  boundary  =  4x      " 
Eastern  boundary    =  2x  east. 
Mt.  Tabor  =  lx  west. 

Nazareth  =\\x    " 

Head  of  Dead  Sea   =  4x  south. 
Foot  of  Dead  Sea     =  fix    « 
Southern  boundary  =  Sx      u 

*  Twelve  and  six  being  tTie  proportion  used  in  the  triangulation,  it 
is  easy  to  use  our  linear  measures  for  constructing  maps ;  x  represent- 
ing 3,  4,  or  6  inches,  according  to  the  size  of  the  board  or  muslin. 

A  sufficiently  accurate  scale  is  thus  had  by  which  distance  in  miles 
may  be  approximated.  The  unit  x  being  equal  to  about  twelve  miles, 
the  length  of  the  Sea  of  Galilee,  other  distances  can  readily  be 
computed. 

f  Divide  A  B  into  three  equal  parts,— the  points  of  division  will 
mark  the  head  of  the  Dead  Sea  and  the  foot  of  the  Sea  of  Galilee. 


1 

fj                ■ 

BHfiBB  si 

H ,  S£  9 ?$*>^~, '  '^£ vRcl'  8S 

''•^v.'Mh^:^ 

Map  Lessons— Nazareth  and  Vicinity. 


BLACKBOARD   MAPPING.  »  287 


Other  Distances. 

Dead  Sea  (head)  from  B 

=  4x  north. 

"      "     in  width 

=  ix. 

"      "     in  length 

=  2hx. 

Root  of  "The  Tongue" 

==  lx  from  B. 

Tip  of         "         " 

F=  lx       "       « 

Jerusalem  from  A  B 

=  Wx  west. 

Coast  line  of   Med.  op- 

posite Jerusalem 

=  lx       « 

Tyre  (D)  from  A 

=  2x       « 

No.  1. 

£HF([£T    £yV]3T    OUT    Of    J^AFJJETH. 

LUKE  TV.  16-33. 

Having  tested  and  proved  his  own  ability  to 
sketch  the  outline  of  Palestine,  the  teacher  may 
stand  before  his  school,  with  a  clean-faced  board, 
to  give  a  lesson  upon  Nazareth.  I  suppose,  of 
course,  that  he  has  "  read  up"  his  theme,  and  has 
selected  his  own  points  of  interest.     I  propose 


288  •  MAP    TEACHING. 

now  to  take  him  at  that  stage  and  help  him 
place  upon  the  board  the  above  outline.  A  hint 
to  begin  with.  If  you  doubt  your  ability  to  get 
through  with  the  sketching,  mark  your  distances 
beforehand  by  little  dots,  which,  even  if  seen,  will 
convey  no  idea  to  any  one  but  yourself.  Draw, 
first,  the  kidney-shaped  Lake  Tiberias,  regulating 
its  size  according  to  the  proposed  size  of  your 
map.  As  it  is  the  unit  of  measure,  you  can  make 
it  as  long  as  you  please,  and  half  as  wide  as  long. 
Three  dots — three  lengths  of  Sea  of  Galilee — west 
from  the  south  end,  you  have  the  Mediterranean 
at  Carmel.  Kun  up  the  coast  line  until  your  hand 
is  at  a  point  nearly  opposite  (within  one-third)  the 
top  of  Sea  of  Galilee;  make  the  bend  in  the  elbow 
which  forms  the  Bay  of  Acre,  and  sweep  the  line 
up  towards  the  point  where  your  eye  (or  your 
dot)  has  located  Tyre  2x  west  from  the  top  of 
your  perpendicular  line.  Lake  Merom  and  the 
Jordan,  above  and  below  the  sea,  may  be  made, 
and  any  other  points  around,  which  are  familiar 
to  the  school,  as  a  review ;  stroking  all  the  time 
slowly,  and  asking  such  questions  as,  "  What  sea, 
mountain,  town,  lake,  river?"  &c.     After  these 


BLACKBOARD   MAPPING.  289 

outlines  and  other  points  of  review  have  been 
run  over,  stop,  and  speak  a  few  words  to  excite 
interest  in  the  place  which  you  are  about  to 
locate. 

A  little  south  of  this  line,  which  touches  the 
foot  of  Lake  Tiberias,  just  at  the  foot  of  these 
mountains  of  Galilee,  on  the  northern  edge  of  the 

plain  of  Esdraelon,  is ?     Here  is  the  river 

?    (Kishon);    its   branches    stretching   out 

around  and  through  the  plain.  Here,  just  op- 
posite and  midway  to  Jordan,  is  Mt. (Tabor), 

&c,  &c.    (Endor,    Nain.)      Now   look    at   verse 

twenty-ninth.     What  was  this  town built 

on?  (A  hill.)  Yes;  and  we  may  see  that  hill 
to-day.  The  present  village  lies  along  the  lower 
edge  of  it ;  and  above  a  large  part  of  the  town 
are  several  rocky  ledges  or  precipices ;  one  of 
which  is  almost  perpendicular,  and  rises  forty  or 
fifty  feet  high.  This  is  likely  the  very  "  brow 
of  the  hill"  from  which  the  Nazarenes  wanted  to 
cast  Jesus. 

In  reviewing  the  lesson,  take  the  school  in 
imagination  to  the  top  of  the  western  hill,  above 
Nazareth,    where    stands    the    tomb   of    Neby 

25 


290  MAP    TEACHING. 

Ismail.  (See  Robinson's  Res.,  vol.  ii., pp.  336-7.) 
As  the  description  of  the  interesting  scene  is  de- 
tailed, point  to  the  various  localities,  and  have 
the  scholars  name  them,  thus :  "  There  lies  the 

magnificent   plain   of  ?      (Esdraelon.)     On 

the  left  is  seen  the  round  top  of ?   (Tabor)  ; 

with  portions  of ?   (Gilboa)  and  the  opposite 

mountains  of ?     (Samaria.)     There  is  the 

long  line  of ?   (Carmel)  running  up  into  the 

. ?   (Mediterranean),  which  is  seen  to  the  left 

across  the  foot  of  Mt. ?   (Carmel),  and  then 

again,  on  the  right,  when  it  forms  the  bay  of 

?   (Akka.)     There  the  coast   stretches  far 

north   towards  ?    (Tyre)    and ?    (Sa- 

repta),"  &c. 

If  time  permits,  distribute  among  the  classes 
the  following  texts  referring  to  Nazareth : — 

Class  A.  Luke  ii.  39.  (" Own  City  N.,"  of  Mary 
and  Joseph.) 

Class  B.  Luke  i.  26-34.    (Annunciation  at   N. 

Class  C.  Matt.  ii.  23.     (Return  to  from  Egypt.) 

Class  D.  Luke  ii.  51.  (Boy  Jesus  comes  to  N.? 
after  loss  in  J.) 


BLACKBOARD   MAPPING.  291 

Class  E.  Luke  iv.  16.  (Is  "  brought  up"  and 
worships  there.) 

Class  F.  Matt.  xxi.  9, 10,  11.  ("The  Prophet 
of  N."     Palm  Sunday.) 

Class  G.  John  xix.  19.  (The  Superscription  of 
Accusation.) 

Class  H.  Mark  xvi.  6.  (The  Angel  at  Resurrec- 
tion.    "  Fear  not/'  &c.) 

Class  I.  Acts  xxii.  8.     (Conversion  of  Paul.) 

Class  J.  Acts  iii.  6.  ("  His  name  hath  made 
him  whole.") 

These  texts  having  been  announced  as  above, 
let  some  one  in  each  class,  directed  by  the 
teacher  or  named  by  the  Superintendent,  read 
the  reference. 

These  people  of  Nazareth  cast  out  Jesus  ;  did 
you  ever  do  any  thing  like  that?  How  sad 
should  Jesus  at  last  turn  from  you,  and  leave 
you  to  die  in  your  sins ! 

I  had  intended  to  give  other  similar  examples 
of  lessons  upon  points  of  interest  in  Palestine ; 
but  so  much  space  has  been  consumed  in  ex- 
plaining the  method,  that  the  reader  must 
prepare   his  own  models.      A  concordance  will 


292  MAP    TEACHING. 

furnish  the  Scripture  references,  and  a  Bible 
dictionary  the  facts  of  geography.  The  next 
exercise  is  somewhat  different  in  method  of  con- 
ducting. 


No.   2. 

pAUL'g   ^J-IQHT  FR0JV1   JjEF(U£A;L£jVl. 

ACTS  XXIII.  12,  seq. 

The  lesson  is  intended  to  he  a  running  talk 
and  chalk  description  of  Paul's  escape  from  the 
conspiracy  of  the  more  than  forty  Jews.  In 
drawing  the  map,  proceed  as  in  No.  1,  except 
that  the  Jordan  may  first  be  extended  from  the 
Sea  of  Galilee,  the  distance  of  4sc,  to  the  head  of 
Red  Sea;  4 \x  west  touch  the  coast  line,  and 
then  sweep  northward  to  Carmel.  The  various 
points  being  located,  except  those  in  the  line  of 
the  route,  the  scholars  naming  them  as  they  are 
drawn,  the  lesson  may  proceed  as  follows.* 


*  This  lesson  I  gave  at  Decatur,  111.  It  is  published  in  the  "  Pro- 
ceedings of  the  Illinois  State  Sabbath-school  Convention."  The 
report  from  which  I  copy  was  made  by  Mr.  I.  Newton  Baker. 


St.  Paul's  Midnight  Escape, 


BLACKBOARD    MAPPING.  295 

Where  was  Paul  now  when  the  Jews  wanted 
to  kill  him?  (At  Jerusalem.)  The  chief  cap- 
tain, Lysias,  had  ordered  a  little  army  of  soldiers, 
composed  of  infantry  and  cavalry,  to  accompany 
him.  They  started  about  nine  o'clock,  tramping 
through  the  city,  out  of  the  gate,  watching  at 
every  turn  for  the  Jews  who  had  tried  to  kill 
Paul.  What  sort  of  country  lies  just  north  of 
Jerusalem  ?  flat  or  hilly  ?  (Hilly.)  [The  scholars 
soon  learn  to  interpret  the  motions  of  the  chalk.] 
Yes,  they  started  to  go  into  this  hill  country. 
They  marched  until  about  midnight — how  many 
hours?  (Three) — to  a  little  town  called  Gophna. 
[lx  N.  W.  Jer.]  Here  they  turn  to  the  left, 
toward  the  sea-coast,  and  presently  begin  to 
descend  from  the  mountainous  region  through 
which  they  had  been  travelling.  About  day- 
break, they  came  to  a  town  called  Antipatris. 
[Kefr-Saba,  2\x  N.  W.  Jer.  twenty-eight  miles.] 
Where  were  they  at  midnight?  (Gophna.)  At 
daybreak?  (Antipatris.)  From  Jerusalem  to 
Gophna  is  nine  miles ;  from  Gophna  to  Antipatris 
is  seventeen  miles;  how  far  from  Jerusalem  to 
Antipatris?     (Twenty-eight  miles.)      Antipatris 


296  MAP    TEACHING. 

was  just  at  the  foot  of  the  mountains  in  the  Yale 
of  Sharon.  Do  you  know  any  text  with  that 
name  in  it?  (The  rose  of  Sharon.)  Yes;  it  was 
a  beautiful  valley.     Paul  goes  up  this  Vale  of 

?    (Sharon.)     At  this  town  (Antipa- 

tris)  the  foot  soldiers  left  him,  and  the  cavalry 
went  on  with  him.  Paul  was  on  horseback,  too. 
It  was  about  harvest  time,  in  April.  The  wheat 
was  ripening  on  the  hills  and  on  the  plain ;  and, 
as  far  as  the  eye  could  reach,  smiling  fields  were 
stretching  out  to  their  view  as  they  rode  along. 
To  the  left,  only  seven  miles  distant,  was  the 
Mediterranean  Sea,  and  a  line  of  low  hills  along 
the  shore.  Thus  they  travelled  until,  some  time 
in  the  afternoon,  they  reached  Cesarea,  the 
political  capital  of  Palestine,  here  on  the  sea 
coast. 

The  application  is :  God's  Providential  care 
over  his  own  children.  Be  Faithful  to  God  and 
Fearless  in  duty,  and  God  will  Provide  Deliver- 
ance from  the  Evil,  or  Strength  to  bear  it. 

The  exercise,  exclusive  of  the  review,  lasted 
but  five  minutes;  and  yet  the  localities,  with  in- 
cidents, &c.,  were  firmly  fastened  by  it  on  the 


St.  Paul's  Missionary  Journeys, 


BLACKBOARD    MAPPING.  299 

scholars'  minds.  [Cesarea  is  2x,  twenty-four, 
miles  N.  W.  from  Antipatris,  and  fifty-two  miles 
from  Jerusalem.] 

The  reader  is  referred  to  Conybear  &  Howson's 
Life  of  St.  Paul,  vol.  ii.,  p.  266.  This  valuable 
book  is  full  of  similar  Map  Lessons,  which  may 
be  abundantly  gleaned  from  it,  and  arranged  with 
the  help  of  Kobinson,  and  Smith's  Dictionary. 


No.   3. 

Jhe  Journeys   of  ]3t.   Y*/k\ju 

Next  to  Palestine,  Asia  Minor  and  Greece, 
the  principal  theatres  of  Paul's  Missionary  Jour- 
neys are,  perhaps,  the  most  interesting  lands  to 
the  Sunday-school  worker.  A  knowledge  of 
their  geography  is  of  great  importance  to  him, 
especially  in  the  study  of  the  Acts  of  the  Apostles. 
I  propose,  therefore,  to  give  a  Mnemonic  Outline, 
or  Triangulation,  of  these  countries.  The  unit  of 
measure  x  is  =  100  miles,  about  the  length  of 
the  island  of  Crete.      The  point  of  departure  (A) 


300  MAP    TEACHING. 

is  Antioch.  Having  selected  the  proper  position 
of  Antioch,  A,  through  that  point  draw  the  line 
C  D,  bisected  at  A ;  bisect  these  halves,  and  take 
the  parts  formed  as  =  x.  Draw  the  square  C  D 
E  F.  Draw  A  B  =  4x;  and  complete  the 
parallellogram  B  H  G  F,  of  which  B  H  =  x  and 
GH=:  2x.  From  this  the  coast  line  may  be 
determined. 

Begin  at  the  north  point  of  the  Gulf  of  Issus, 
\x  north  of  Antioch ;  keep  west  of  C  D,  and 
carry  the  hand  in  a  broken  line,  due  south,  as 
far  as  A  3  (Sidon).  Thence,  in  a  diagonal  line, 
southwest  to  D  1.  From  1  to  2,  round  out  the 
coast,  marking  the  Nile  Delta.  About  the  middle 
point  of  2-3  bear  the  line  northward,  crossing 
B  E  about  the  middle  of  its  lowest  division.  Re- 
turning to  the  starting  point,  observe,  in  making 
the  northern  Mediterranean  shore,  that  the  line 
beyond  the  Gulf  of  Issus  forms  two  bold  curves, 
something  like  a  rude  letter  W,  resting  on  the 
line  A  B;  the  first  curve  determined  by  the 
line  1-1,  and  the  second  by  2-2,  by  which  they 
are  respectively  intersected.  South  of  the  first 
curve  lies  Cyprus,  on  either  side   of  line  1-1, 


BLACKBOARD   MAPPING.  301 

shaped  like  a  leg  of  mutton ;  its  northeast  prom- 
ontory corresponding  with  the  Gulf  cf  Issus, 
toward  which  it  looks.  From  the  second  curve 
the  coast  hears  nearly  northwest  for  one  x,  and 
then,  with  indentations,  north. 

Three  points  will  help  to  determine  this :  First, 
the  promontory  on  which  Cnidus  is  situated, 
which  pushes  out  toward  the  angle  II.  Second, 
that  at  whose  base  Ephesus  is  situated,  which  is 
in  the  shape  of  a  boot,  the  foot  cut  by  the  line 
G  II;  and,  third,  that  on  which  Troas  is  situ- 
ated, which  rounds  into  the  Propontis. 

The  eastern  or  European  coast  of  the  iEgean 
Sea  has,  also,  three  points  which  will  sufficiently 
mark  it :  First,  the  three-fingered  Chalcidic  pen- 
insula, which  pushes  out  southeast  from  the  angle 
F.  Across  the  neck  of  this  peninsula  Paul 
travelled  with  Silas  from  Phillippi,  through  Am- 
phipolis  and  AjDollonia,  to  Thessalonica.  Second, 
the  coast  of  Thessaly,  which  has  a  rude  resem- 
blance to  a  profile  head ;  the  nose  (the  promon, 
tory,  extending  from  the  base  of  Mt.  Pelion) 
being  long  and  curled  at  the  end;  the  chin 
double ;  and   the   peninsula  of  Attica  and   the 

20 


302  MAP    TEACHING. 

island  of  Euboea  stretching  out  to  the  southeast 
like  two  arms  or  paws.  The  third  feature  is  the 
Morea,  whose  peculiar  leaf  shape  is  well  known. 
Crete  lies  across  the  mouth  of  the  yEgean,  north- 
west and  southeast,  and  resembles  somewhat  a 
decapitated  fish  or  a  modern  burial-case. 

These  combinations  may  seem  fanciful  to 
many;  but  they  have  nevertheless  been  very 
helpful  to  me,  and,  I  am  persuaded,  will  aid 
others.  I  have  no  hope,  however,  that  any  one 
will  receive  benefit  from  them  without  studying 
them  and  testing  them,  and  then  practising  them 
with  pencil  or  chalk  until  they  are  thoroughly 
mastered. 

If  but  a  part  of  the  above  map  is  needed,  it 
may  be  divided  without  destroying  the  propor- 
tions. Thus,  if  the  First  Missionary  Journey  of 
St.  Paul,  or  any  point  in  its  course,  is  to  be  pre- 
sented, the  board  may  be  divided  as  in  the  sec- 
tion K  I  3  A  1 ;  and  the  outline  drawn  as  de- 
scribed above. 


PRACTICAL    HINTS.  303 


PICTURE  TEACHING. 

CHAPTER  XIII. 

PRACTICAL    HINTS. 

A  N  artist  of  great  merit  has  put  upon  canvas 
-L±-  this  scene  :*  A  mother  sits  before  an  old- 
fashioned  hearth,  whose  open  fire-place  is  framed 
with  a  mosaic  of  Dutch  tiles,  upon  which  are 
painted  Scripture  scenes.  Standing  at  the  mo- 
ther's side,  encompassed  by  one  of  her  arms,  is  a 
bright-faced  boy,  whose  eye  is  following  the  ex- 
tended fingers  of  the  other  arm,  which  are  point- 
ing out  the  figures  upon  the  chimney-place.  The 
index  finger  of  the  woman  and  the  intelligent 

*  A  few  weeks  ago  (May,  1870)*  this  picture  was  reproduced  in  a 
fine,  large  wood  engraving,  printed  in  an  illustrated  sheet  of  one  of 
our  most  widely-circulated  religious  papers,  the  N.  Y.  Independent. 
It  was  a  telling  Picture  Sermon  on  the  utility  of  Picture  Teaching. 


304  PICTURE   TEACHING. 

eye  of  the  lad  seem  to  be  fixed  upon  one  of  the 
tiles  which  displays  a  crucifixion  scene.  The 
woman  is  the  mother  of  Doddridge ;  the  round- 
cheeked  boy  is  the  good  commentator  himself;  and 
the  scene  represents  the  well-known  fact  in  his 
history  that  his  first  most  serious  and  permanent 
religious  impressions  were  those  made  upon  his 
mind  by  the  Picture  Lessons  which  his  mother 
taught  him  from  the  painted  Dutch  tiles  that 
encompassed  the  fire-place. 

There  are  very,  very  many  of  us  who  can  recall 
similar  scenes — golden  hours  in  the  days  of  child- 
hood— when  we  stood  by  the  knee  of  mother,  or 
father,  or  sister,  and  followed  with  eager  atten- 
tion the  story  that  unfolded  the  meaning  of  the 
pictures  which  adorned  the  pages  of  some  pretty 
gift-book  that  good  Santa  Claus  had  brought  to 
make  our  Christmas  a  "merry"  one  indeed,  or 
that  had  come  to  us  on  some  birthday  anniver- 
sary with  "mamma's"  or  "papa's  love,"  and  a 
warm  kiss  and  loving  wish  of  "many  happy 
returns"  that  gave  the  present  its  sweetest  savor. 
And  if  we  could  recall  all  the  associations,  or 
weigh  all  the  influences  that  such  stories  and 


PRACTICAL    HINTS.  305 

such  pictures  have  contributed  to  mould  into 
goodly  shape  the  plastic  nature  of  our  childhood, 
doubtless  many  of  us  would  be  surprised  to  learn 
how  much  we  are  indebted  for  whatever  of  comeli- 
ness our  characters  may  have,  to  the  Picture 
Teaching  which,  happily,  is  almost  inseparable 
from  the  education  of  every  child. 

Happily  ?  Alas !  there  are  some  who  read 
these  lines,  who  may  understand,  either  from  a 
bitter  personal  experience,  or  from  a  painful  ob- 
servance of  the  influences  which  surround  many 
of  the  children  of  this  land,  that  the  tendencies 
of  Picture  Teaching  are  not  always  happy. 
There  are  uncler-currents  in  the  social  life  of  our 
young  people,  hidden  streams  set  in  motion  and 
kept  in  vigorous  action  by  the  basest  of  men,  on 
which  are  floated,  within  the  reach  of  children, 
pictures  and  books  abounding  in  obscenity  of  the 
grossest  kind.  They  are  sold  in  secret,  and 
bought  in  secret;  they  are  secretly  passed  from 
hand  to  hand,  conned  and  commented  upon  in 
secret,  and  in  secret  translated  into  actions  of 
corresponding  lewdness.  It  is  a  painful  theme 
to  reflect  upon ;  but  surely  no  apology  is  needed 

'26* 


306  PICTURE    TEACHING. 

for  recalling  the  simple  facts  to  the  minds  of 
those  who  have  given  themselves  to  the  work  of 
purifying  the  hearts  of  children  ?  For  the  most 
painful  feature  of  this  devilish  mode  of  corrupt- 
ing human  souls  is  the  fact  that  these  lewd  prints 
find  a  very  large  proportion  of  their  most  greedy 
purchasers  and  admirers  among  youth.  There 
are  hundreds  of  Sunday-school  teachers  who,  I 
do  not  doubt,  could  they  but  trace  the  secret 
ways  of  their  own  scholars,  would  find  these  mis- 
sives of  uncleanness  in  their  hands,  or  would  un- 
cover the  images  left  by  them  upon  their  young 
hearts.  The  magnitude  of  this  evil  appears  at 
the  simple  mention  of  the  facts.  Those  impure 
images  once  photographed  upon  the  mind  are  not 
easily  erased !  The  currents  of  evil  thought 
which  they  set  in  motion,  oh !  how  hard  to  turn 
back  and  replace  with  thoughts  of  purity ! 

And  yet  it  is  the  teacher's  duty  to  undertake 
the  work.  And  will  it  not  occur  to  every 
thoughtful  person  that  the  endeavor  to  fill  tl/e 
mind  with  images  of  beaut?/  and  purity  is  a  wise 
line  of  action,  both  to  guard  the  mind  and  deliver 
the  mind  from  the  power  and  presence  of  this 


PRACTICAL   HINTS.  307 

evil.  For  in  the  same  degree  that  we  educate 
the  child  to  love  and  seek  that  which  is  morally 
lovely,  do  we  educate  him  to  hate  and  shun  its 
opposite ;  in  the  same  degree  that  we  fill  his  soul 
with  images  and  thoughts  of  "  whatsoever  things 
are  pure  and  lovely  and  of  good  report,5'  do  we 
leave  less  and  less  room  for  the  indwelling  of  all 
that  is  of  the  contrary  part;  just  in  the  degree 
that  we  surround  his  daily  inner  and  outer  life 
with  forms  of  beauty  and  virtue,  do  we  guard 
him  against  the  incoming  of  aught  that  could 
sully  his  innocence  and  corrupt  his  ways. 

I  do  not  mean  to  carry  the  inference  that  such 
Picture  Teaching  as  may  come  within  the  sphere 
of  the  Sunday-school  teacher's  effort  will  suffice 
for  this  work.  I  do  not  think  so.  It  will  be 
remembered  that  these  pages  have  not  been 
printed  for  the  exclusive  use  of  Sunday-school 
workers.  It  is  hoped  that  many  parents  will 
find  here  a  practical  help  in  the  culture  of  the 
home  field,  which  will  add  to  their  furnishing  for 
the  delightful  and  responsible  work  which  God 
has  given  them.  And  upon  them,  after  all,  must 
come  the  burden  or,  at  least,  ought  to  come  the 


308  PICTURE   TEACHING. 

burden,  of  guarding  their  nestlings  from  harm  by 
this  as  by  so  many  other  means.  But  so  far  as 
Picture  Teaching  can  be  helpful  in  shielding  and 
delivering  the  child  from  the  danger  which  I 
have  pointed  out,  the  Sunday-school  teacher 
should  feel  himself  called  upon  to  take  his  part. 
And  he  may  cherish  the  hope  that  his  part  will 
not  be  insignificant. 

The  almost  universal  approval  which  teachers 
have  given  to  Picture  Teaching  as  applied  to  the 
religious  instruction  of  children,  justifies  the  pre- 
sumption that  nothing  more  need  be  said  to  com- 
mend it.  But,  if  this  were  not  so,  the  arguments 
presented  in  the  opening  chapters  in  behalf  of 
Visible  Illustration  of  Keligious  Truth  apply 
with  equal  force  to  this  as  to  any  other  mode. 
It,  therefore,  only  remains  for  me  to  add  a  few 
practical  hints  to  the  teacher,  and  to  close  my 
task  with  such  exercises  as  may  partially  ex- 
emplify them. 

As  to  Place  and  Time. — The  Infant  School  is, 
undoubtedly,  the  most  fruitful  and  natural  field 
for  Picture  Teaching.     And,  as  it  is  impossible  to 


PRACTICAL    HINTS.  309 

prescribe  with  any  great  exactness  a  programme 
for  conducting  exercises  among  the  little  ones  of 
Infant  Schools,  it  would  be  vain  to  propose  any 
fixed  time  during  the  regular  Sabbath  lesson  as 
the  best  at  which  to  introduce  the  picture.  The 
teacher  should  not  allow  himself  to  be  governed 
by  arbitrary  customs  and  rules  in  this  particular, 
but  should  leave  himself  free  to  introduce  or  to 
omit  his  illustrations  according  to  the  tone  of  the 
scholars'  minds  and  the  character  of  the  lesson. 
Yet  it  may  be  well  to  remember  that  the  picture 
will,  probably,  be  to  the  children  the  centre  of 
greatest  interest  in  all  the  hour's  exercises;  and 
that  it  is  very  difficult  to  sustain  attention  when 
the  thoughts  move  from  matters  of  greater  to 
matters  of  less  interest.  This  fact  would  suggest 
the  propriety  of  introducing  the  picture  lesson 
after  such  exercises  as  may  be  supposed  to  be 
less  attractive  to  the  scholars,  as,  for  example, 
committing  and  recitation  of  texts  and  hymns, 
of  catechism,  and  creed. 

In  case  of  blackboard  pictures,  it  is  sometimes 
a  question  whether  the  picture  shall  be  exposed 
during  all  the  school  hour,  or  covered  with  a 


310  PICTURE   TEACHING. 

screen,  or  turned  to  the  wall  until  it  is  to  be 
used.  There  is  this  slight  inconvenience  (espe- 
cially with  a  certain  class  of  children)  in  the 
latter  plan, — as  the  board  is  turned  or  the  screen 
drawn,  the  appearance  of  the  picture  is  apt  to 
be  greeted  with  sundry  "Ob's!"  and  "All's!" 
coupled  with  divers  remarks  not  exactly  condu- 
cive to  edification.  If  the  picture  is  exposed 
during  the  entire  school  hour,  the  occasion  for 
such  expletives  is  withheld.  This  plan  has 
this  advantage  also ;  it  gives  a  theme  for  conver- 
sation in  class  before  the  time  of  opening  school, 
which  is  directly  associated  with  the  lesson ;  it 
is  suggestive  to  both  teacher  and  scholar  of  the 
central  truths  or  facts  of  the  lesson ;  it  serves  as 
a  sort  of  rallying  point  for  the  teacher  when  the 
interest  in  the  recitation  flags.  Nor  will  this  be 
to  the  prejudice  of  the  superintendent's  closing 
address ;  for  it  is  a  fact  that  the  interest  of  chil- 
dren is  rather  increased  than  diminished  by  their 
familiarity  with  the  subject  of  remark.  On  the 
other  hand,  it  may  happen  that  the  presence  of 
the  picture  may  divert  attention  from  other  ex- 
ercises to  such  a  degree  as  to  seriously  interfere 


PRACTICAL    HINTS.  311 

with  their  success.  And  it  will  often  he  found 
that  it  will  have  a  happy  influence  in  stimulating 
the  interest  of  the  scholars  to  reserve  the  sight 
of  the  picture  until  that  period  in  the  recitation 
when  the  wee  folks  have  become  a  little  wearied 
and  restless,  and  stand  most  in  need  of  some 
fresh  exercise.  In  many  cases,  also,  the  impres- 
sion is  deepened  by  the  sudden  exhibition  of  the 
illustration.  On  the  whole,  I  would  recommend 
that,  in  the  main  school,  the  picture  be  exposed 
during  all  the  service ;  in  the  infant  room,  that 
it  be  kept  out  of  sight  until  it  is  to  be  used. 

Supply  of  Pictures  for  the  Superintendent. — If 

the  superintendent  have  any  skill  in  drawing, 
and  taste  in  designing,  and  leisure  for  executing, 
of  course  he  will  find  it  most  pleasant  and  profit- 
able to  prepare  his  own  blackboard  pictures. 
But,  in  case  of  his  inability  to  do  so,  from  lack 
of  any  or  all  of  these  qualities,  he  will  rarely  be 
at  a  loss  to  find  some  one  who  will  very  gladly 
and,  oftentimes,  with  great  skill  and  enthusiasm, 
undertake  the  work, — some  amateur  or  profes- 
sional  artist,  some  student  of  the  fine  arts,  the 


312  PICTURE    TEACHING. 

person  who  does  the  designs  upon  carriages,  cars, 
and  omnibuses,  a  painter  in  frescoes,  or  some  of 
the  older  Sunday-school  scholars,  who,  as  pupils 
in  an  advanced  public  or  private  school,  will, 
very  likely,  have  had  more  or  less  practice  in 
blackboard  graphics.  Indeed,  if  the  superintend- 
ent is  fully  determined  to  avail  himself  of  the 
advantages  of  blackboard  picturing,  he  will  not 
want  for  efficient  helpers. 

Supply  of  Prints. — Happily  there  need  be  little 
difficulty  here,  for  the  great  demand  for  pictures 
suitable  for  illustrative  teaching  has  produced  an 
abundant  supply.  Without  any  disparagement 
of  other  efforts  in  the  same  direction,  I  feel  that 
I  shall  do  the  teacher  a  real  service  by  calling 
to  his  attention  a  series  of  admirable  English 
prints  which  have  been  prepared  especially  for 
use  in  Sunday-schools  and  at  popular  lectures. 
These  illustrations  are  printed  on  cloth,  and  are 
colored ;  and  may  be  used  at  a  night  exhibition 
as  well  as  by  day.  These  prints  may  be  pur- 
chased at  the  usual  school-furnishing  houses ;  but 
arrangements    have    been    made    by  which   the 


PRACTICAL    HINTS.  313 

several  sets  may  be  lent,  on  reasonable  terms,  at 
the  various  depositories  of  the  American  Sunday- 
School  Union ;  possibly,  also,  by  some  denomina- 
tional and  private  publishing  houses.  The  fol- 
lowing list  of  subjects  will  not  be  out  of  place  here. 
Further  details  may  be  had  by  sending  for  "A 
Descriptive  Key  of  the  Large  Colored  Diagrams 
for  Popular  Lectures  to  Sunday-schools." 

List  of  Subjects. — Nineveh  and  Assyria,  first 
series,  thirty  diagrams ;  Eastern  Habitations,  ten 
diagrams;  Paganism,  six  diagrams;  Catacombs 
at  Rome,  twenty-one  diagrams ;  Missionary 
Scenes,  first  series,  twenty  diagrams;  Domestic 
Arrangements  of  the  Orientals,  ten  diagrams; 
Nineveh  and  Assyria,  second  series,  twenty  dia- 
grams ;  Literary  History  of  the  Bible,  fifteen  dia- 
grams; Scenes  in  the  Reformation  in  England, 
ten  diagrams;  Missionary  Scenes,  second  series, 
twenty  diagrams ;  Fulfilled  Prophecy,  Old  Testa- 
ment, thirteen  diagrams;  Fulfilled  Prophecy, 
New  Testament,  eight  diagrams ;  Ancient  Egypt, 
fourteen  diagrams;  Pompeii  and  its  Remains, 
ten  diagrams ;  Tabernacle  of  Witness,  &c,  nine 

27 


314  PICTURE    TEACHING. 

diagrams;  Palestine,  its  Cities,  &c,  twelve  dia- 
grams ;  Mountains  of  the  Bible,  nine  diagrams ; 
Types  of  Scripture,  eight  diagrams;  India  and 
the  Hindoos,  twenty  diagrams ;  Journeyings  and 
Voyages  of  the  Apostle  Paul,  twenty  diagrams ; 
Labours  of  Dr.  Livingstone,  fourteen  diagrams ; 
Map  of  Palestine,  Views  of  Cities,  &c,  eight  dia- 
grams; The  Druids,  six  diagrams;  China  and 
the  Chinese,  twelve  diagrams ;  The  Book  and  its 
Missions,  fifteen  diagrams ;  The  Pilgrim  Fathers, 
ten  diagrams;  Egypt  and  the  Bible,  thirteen 
diagrams. 

There  are  few  schools  that  are  able  to  own  all 
these  diagrams ;  although  money  would  be  more 
wisely  spent  in  providing  them  than  in  the  supply 
of  some  things  that  are  thought  essential  to  the 
success  of  the  school.  But  surely  some  of  the 
sets  might  be  purchased  as  part  of  the  library 
outfit  each  year ;  and  so,  gradually,  the  most  use- 
ful of  them  would  be  accumulated.  I  know  at 
least  one  superintendent  who  has  thought  it  a 
good  investment  to  buy  for  his  own  use  the  en- 
tire collection,  and  to  furnish  himself  with  the 
information  required  to  explain  the  illustrations. 


PRACTICAL    HINTS.  315 

There  are  others  quite  able  to  follow  this  ex- 
ample, who,  if  they  would  do  so,  I  am  sure 
would  obtain  a  very  satisfactory  increase  from 
their  investment. 

Parlor  Pictures.  —  Besides  these  illustrations, 
which  have  been  especially  prepared  for  Sunday- 
school  purposes,  there  are  many  beautiful  and 
appropriate  engravings,  chromos,  and  oil  paint- 
ings which  might  be  utilized  for  the  teacher's 
purposes.  And  why  should  not  the  most  skillful 
creations  of  genius  be  given  a  part  in  that  noblest 
aim  of  human  energy — the  imprinting  of  the 
truth  and  likeness  of  Christ  upon  the  plastic 
mind  of  children  ?  The  force  of  the  illustrative 
teaching  will  be  none  the  less  on  account  of  the 
superior  display  of  the  artist's  power  in  the  illus- 
tration ;  the  happy  influence  of  the  lesson  upon 
the  young  learner's  heart  will  be  none  the  less, 
I  trow,  for  the  charm  of  the  symbol  whose  forms 
and  colors  have  conveyed  the  moral.  There  are 
master-pieces  of  the  graver's  and  the  painter's 
tool  that,  with  great  propriety  and,  I  am  per- 
suaded, with  good  results,  might  take  occasional 


316  PICTURE    TEACHING. 

journeys  from  the  parlors  and  galleries  of  the 
wealthy  to  the  walls  of  our  mission  schools !  To 
the  lover  and  patron  of  art  who  has  the  right 
view  of  the  true  mission  of  art  and  its  relation  to 
spiritual  truth  there  would  be  nothing  anomal- 
ous in  such  an  act.  And  to  the  happy  owners 
of  such  pieces  as  are  capable  of  conveying  a  moral 
lesson.  I  am  sure  there  would  come  no  minishing 
of  appreciation  of  their  possessions  on  account 
of  the  hearty  admiration  with  which  young 
hearts  shall  have  greeted  them ;  the  beauty 
would  be  no  less  in  their  own  eyes  because  of 
the  beauty  that,  for  a  little  season,  had  lighted 
the  eyes  of  God's  little  ones;  the  colors  would 
have  no  less  warmth  because  they  had  served  for 
a  time  to  warm  into  a  glow  of  pleasure  hearts 
that  too  rarely — God  help  them! — feel  such 
warmth ;  and  the  forms  upon  the  canvas  would 
have  no  less  of  grace  because  they  had  been 
made  to  carry  to  infant  minds  a  lesson  of  the 
abounding  grace  of  the  eternal  Father ! 

Supply  for  Class  Use. — I  have  already  referred 
to  the  Book-Slate  as  a  helpful  companion  to  the 


PRACTICAL    HINTS.  317 

teacher  in  class  work.  There  is  no  limit  to  the 
variety  and  number  of  illustrations  which  may 
be  sketched  with  the  pencil  at  leisure  and 
brought  to  the  class  to  enliven  and  enlighten  the 
recitation.  The  use  of  small  engravings  is  also 
legitimate  to  the  class. 

Picture  Teaching  at  Home.  —  There  are  few 
homes  that  have  not  been  made  happier  and 
wiser  by  a  practical  experience  of  the  advantages 
of  picture  illustration ;  for,  those  who  make  and 
they  who  buy  books  for  children  understand  very 
well  indeed  the  importance  of  Eye-gate  as  an 
avenue  to  the  heart  and.  understanding  of  chil- 
dren. Yet  there  is  not  enough  made  of  the  pic- 
tures with  which  books  for  juveniles  abound. 
If  parents  and  the  elder  members  of  the  house- 
hold would  take  the  necessary  pains  to  master 
entire  details  of  the  engravings,  and  would  have 
the  patience  to  unfold  the  stories  with  all  the 
minutiae  of  the  narrative  interwoven  with  the 
details  of  the  picture,  the  children's  library  would 
be  found  to 'be  a  perennial  source  of  pleasure  and 

instruction  to  the  little  ones.     And   the  black- 

27* 


318  PICTURE    TEACHING 

board  also  has  its  part  in  giving  intelligent  enjoy- 
ment to  the  home-circle.  I  can  think  of  no  toy 
that  would  more  freely  and  agreeably  occupy  the 
energies  of  our  children  than  a  blackboard  and  a 
box  of  colored  crayons.  The  clumsy  wooden 
structure  which  may  be  associated  with  the  word 
blackboard,  in  the  minds  of  some,  would  not, 
indeed,  be  a  verv  graceful  article  of  furniture  for 
a  nursery ;  but  the  articles  which  our  modern 
school-furnishers  supply  us  are  not  lacking  in  the 
qualities  that  would  make  them  quite  as  much 
an  ornament  upon  a  nursery  wall — and  quite  as 
readily  hung  there — as  a  large  framed  picture. 
With  such  a  board,  and  with  engravings  illus- 
trating Bible  scenes  and  Bible  customs,  the  child 
has  before  him  a  pleasant  enough  mode  of  in- 
struction by  transferring  the  prints  to  the  black- 
board. The  very  act  of  copying  the  picture  will 
impress  upon  the  mind  many  facts  that  would 
otherwise  escape  notice ;  and  the  home-teacher 
will  surely  find  that  the  details  of  a  Scripture 
narrative  and  the  practical  application  lose  none 
of  their  interest  and  point  in  an  Outline  Lesson, 


PRACTICAL    HINTS.  819 

when  the  outline  is  wholly  or  partially  the  work 
of  the  scholar's  own  hand. 


Putting  on  Chalk. — It  may  save  those  who  may 
attempt  blackboard  pictures  the  mortification  of 
one  or  two  failures,  if  I  suggest  here  that  hare 
outlines,  sharp  and  clear,  will  make  the  best  pic- 
ture for  school  use,  especially  if  the  school-room 
is  a  large  one.  The  surface  should  be  kept  per- 
fectly clean;  and  the  contrast  between  the  black 
back-ground  and  the  colors  of  the  picture  be  thus 
made  as  great  as  possible.  A  cloudy  surface  and 
indistinct  outlines  will  mar  any  picture  for  prac- 
tical use.  The  artist  should  not  rely  upon  a 
judgment  of  the  effects  of  his  chalking  as  it  ap- 
pears while  he  is  standing  close  to  the  board; 
he  should  consider  what  will  be  the  effects  of  his 
lines  as  seen  from  the  farthest  parts  of  the  room. 
If  the  drawing  looks  well  from  a  distance,  it  is  a 
good  outline  picture.  Of  course,  this  suggestion 
does  not  apply  to  pictures  intended  for  the 
nursery  and  for  small  infant  school-rooms. 

Management  of  the  Picture. — The  success  of  a 


320  PICTURE   TEACHING. 

Picture  Lesson  depends  rather  upon  the  manner 
in  which  it  is  used  than  upon  the  merits  of  the 
picture  as  a  work  of  art.  It  will  not  do  to  de- 
pend upon  the  general  effects  of  the  picture  to 
make  the  fact  or  truth  illustrated  clear  to  the 
child's  mind  and  to  fix  it  in  his  memory.  Chil- 
dren hunger  for  details;  and  he  who  would  success- 
fully cater  to»them  must  have  respect  to  the  very 
smallest  things ;  indeed,  he  must  have  especial 
respect  for  the  smallest  things.  I  would,  there- 
fore, give  the  following  hint  as  covering,  as  fully 
as  any  one  maxim  may  cover,  the  entire  qualifi- 
cations for  the  successful  manipulation  of  a  pic- 
ture :  Thoroughly  master  all  the  details  of  it he  pic- 
ture and  of  the  thought  or  incident  'which  it  repre- 
sents, and  appropriately  introduce  and  explain 
these  details  in  the  course  of  the  lesson.  In  this 
matter  of  attention  to  and  appropriate  use  of  de- 
tails lies  the  secret  of1  success  in  Picture  Teaching. 
There  is  nothing  in  the  picture,  if  it  be  properly 
drawn,  that  cannot  be  used  to  further  the  general 
aim  of  the  lesson.  The  posture  of  the  figures, 
their  costume,  the  houses,  the  animals,  the  trees 
and  plants,  every  minute  detail  will  be  a  hint  of 


PRACTICAL    HINTS.  321 

some  fact  in  the  geography  of  the  scene,  the  cus- 
toms of  the  people,  the  peculiarities  of  the  age 
and  country,  which  may  be  introduced  to  enliven 
the  story,  make  it  seem  more  real,  and  give  it 
an  association  that  will  tend  to  fix  it  in  the 
memory. 

For  example,  let  us  suppose  the  lesson  for 
the  day  to  be  the  familiar  story  of  David  and 
Goliath.  The  picture  has  the  usual  features, — 
in  the  foreground,  the  young  shepherd  lad  run- 
ning towards  the  giant  who,  with  proud  look, 
stalks  forward  to  crush  his  young  adversary. 
A  little  way  off  is  the  giant's  armor-bearer;  a 
few  birds  hover  in  the  air ;  on  the  right  and  left, 
in  the  background,  the  tents  of  the  Israelites  and 
Philistines  are  pitched  upon  hills,  separated  by  a 
narrow  valley  or  dry  water-course ;  their  re- 
spective armies  are  arrayed  in  front  of  the  camps 
to  witness  the  combat.  This  is  the  rough  outline 
of  the  picture.  Now  for  its  treatment.  Not 
unfrequently  the  teacher  proceeds  somewhat  as 
follows :  What  does  this  picture  represent  ? 
(David  killing  Goliath.)  Which  is  David? 
(The  little    fellow.)     Who  is  this?     (Goliath.) 


§22  PICTURE    TEACHING. 

What  is  David  going  to  do?  (Kill  Goliath.) 
What  has  he  in  his  hand?  (A  sling.)  Who 
are  these  people  up  here  ?  (Don't  know.)  Is- 
raelites. And  who  are  these  ?  (Philistines.) 
What  are  they  doing?  (Watching  the  fight.) 
Then  follows  an  account  of  the  combat  and  its 
results,  and  the  lesson  closes.  I  think  that  some 
of  us  could  testify  that  this  is  a  fair  model  of 
many  Picture  Lessons,  at  least  so  far  as  it  illus- 
trates the  actual  part  which  the  picture  is  made 
to  take  in  conveying  information.  It  represents 
a  large  class  of  lessons  which  are  Picture  Lessons 
with  the  pictures  left  out ! 

Let  us  suppose  that  the  lesson  is  treated  some- 
what as  follows :  The  teacher  starts  with  the 
intention  of  first  giving  his  scholars  a  correct 
general  idea  of  the  geography  of  the  locality  of 
the  battle.  Did  you  ever  see  a  hill?  (Hands 
all  up.)  Is  there  any  hill  in  this  picture  ?  (Yes, 
sir.)  How  many?  (Two.)  Mary,  point  out 
one  of  them.  (Mary  points.)  John,  point  out 
the  other.  (John  points.)  What  sort  of  a  coun- 
try is  this,  a  flat  or  hilly  one?  (Hilly.)  Yes, 
and  the  name  of  this  country  is  Palestine.    What 


PRACTICAL    HINTS.  6Zo 

country  is  it?  (Palestine.)  Where  is  Palestine? 
(No  answer.)  You  don't  know  ?  Very  well :  I 
will  tell  you.*  If  you  were  to  start  in  a  ship 
from  Philadelphia  [here]  or  New  York  [here], 
and   sail  a  great  many  days   across  this  ocean 

?    (Atlantic  Ocean),  taking   this   direction 

?    (southeast),   by-and-by  you  would  pass 

through    the    Straits    of    Gibraltar    [here],    and 

enter  this  sea ?   (the  Mediterranean).     Still 

sailing  toward  the  southeast,  your  ship  would 
touch  Palestine,  or  the  Holy  Land,  at  this  point. 
At  the  time  when  the  battle  happened,  of  which 
this  picture  tells,  there  stood  here  a  great  city 
called  Gath.  What  city?  (Gath.)  What  coun- 
try was  it  in  ?  (Palestine.)  Was  Gath  in  the 
interior  of  Palestine,  or  on  the  sea-coast  ?  (Sea- 
coast.)  Of  what  sea  ?  (Mediterranean.)  What 
part  of  the  coast,  northern  or  southern  ?  (South- 
ern.)    All  around  Gath,  for  a  great  many  miles, 

*  In  giving  this  description,  the  teacher  will  be  guided  by  the  age 
and  mental  attainments  of  his  class;  I  suppose  here  that  they  have 
some  little  knowledge  of  geography.  Also,  that  the  teacher  has 
(for  certainly  he  ought  to  have)  suitable  maps  to  help  his  explana- 
tion. 


324  PICTURE    TEACHING. 

it  was  quite  flat;  for  several  miles  to  the  east, 
and  many  miles  north  and  south,  was  a  great 
plain,  on  which  there  were  no  hills  at  all.  It- 
was  called  the  Plain  of  Philistia.  What  was 
the  plain  called  ?  (Philistia.)  And  what  were 
the  people  called  who  lived  there?  (Philis- 
tines.) Yes;  and  a  great  many  of  them  lived 
in  Gath.  Do  you  think  this  battle  happened 
near  Gath?  (No  answer,  probably.)  What 
sort  of  a  country  lay  around  Gath  ?  (Flat.) 
What  sort  of  a  country  is  this?  [Pointing  to 
the  hills.]  (Hilly.)  Now  for  that  other  ques- 
tion,— Did  this  happen  near  Gath  ?  (No.)  Why? 
(Because  it  happened  in  a  hilly  country.)  Yes. 
Now  if  our  ship  had  touched  at  Gath  in  the  days 
of  King  Saul  of  Israel,  we  would  have  seen  a 
Philistine  army  march  out  of  Gath.  [Describe 
their  armor,  their  chariots,  &c]  Among  them 
was  a  great  giant,  who  had  armor  like  the  rest, 
but  much  heavier  and  larger  of  course.  [Describe 
it.]  You  know  the  giant's  name?  (Goliath.) 
They  marched  in  this  direction  (northeast),  across 

this   great   plain  ?    (Philistia)    until    they 

reached  these  hills,  the  Hill  Country  of  Judea. 


PRACTICAL    HINTS.  325 

There,  on  the  very  border,  they  met  the  army  of 
the  Israelites,  under  King  Saul.  The  two  armies 
pitched  their  tents  on  these  opposite  hills;  a 
valley  or  dry  water-course  between  them.  What 
army  is  this?  [Point  to  the  one  on  Goliath's 
side.]  (Philistines.)  And  this?  (Israelites.) 
What  hills  are  these?  (Hills  of  Judea.)  And 
what  is  this?  (A  valley),  or ?  (dry  water- 
course.) The  place  was  called — spell  after  me — 
E-p-h — Eph,  e-s — es,  Eph-es;  D-a-m — dam,m-i-m 
— mim,  Dam-mim.  (Ephes  Dammim.)  The 
word  means,  The  Bound  of  Blood ;  and  was  so 
called  because  the  Israelites  and  Philistines  had 
many  a  bloody  fight  right  here  on  the  bound  or 
frontier  of  their  respective  countries.  What  is 
this  between  the  hills?  (A  valley.)  Yes;  the 
natives  call  it  "  a  wady."  What  ?  (A  wady.) 
We  would  say  a  water-course,  or  the  channel  or 
bed  of  a  stream.  Do  streams  ever  go  dry?  (Yes.) 
When  ?  (In  hot,  dry  weather.)  Exactly ;  and 
that  is  the  way  with  the  streams  of  this  Hill 
Country  of  Judea ;  there  is  no  water  in  the  beds 
except  during  the  rainy  season,  or  winter ;  dur- 
ing the  summer,  or  dry  season,  the  water-courses 

28 


326  PICTURE    TEACHING. 

are  dry.  Is  there  any  water  in  this  wady  or 
water-course  ?  (No.)  What  time  of  the  year  is 
it  then  ?  (Summer,  dry  season.)  What  do  you 
usually  find  in  the  bottom  of  dry  streams? 
(Pebbles.)  True;  remember  that,  for  we  will 
hear  of  the  pebbles  by-and-by. 

I  will  not  continue  this  lesson  farther.  The 
above  sufficiently  shows  the  mode  of  using  the 
picture  which  will  best  serve  the  teacher's  pur- 
pose. The  next  point  in  the  above  lesson  would 
probably  be  to  take  the  picture  of  David  and  use 
it  to  bring  out  the  points  of  the  narrative.  The 
difference  between  the  dress  of  David  and  that  of 
the  Israelites  affords  the  cue  to  the  story  of  his 
shepherd  life,,  and  of  his  appearance  in  the  camp 
with  presents.  This  introduces  the  Philistine 
champion,  the  sharp  rebuke  of  the  brothers,  the 
interview  with  Saul,  and  the  rejection  of  his 
armor.  Now  comes  the  battle.  David  goes  out 
to  meet  Goliath ;  he  picks  up  his  five  smooth 
stones  as  he  crosses  the  dry  water-course.  A 
description  of  the  young  warrior  is  well  here 
[see  Stanley's  Hist.  Jew.  Ch.,  vol.  ii.,  pp.  53-4] ; 
his  red  or  auburn  hair;  his  bright,  flashing  eyes ; 


PRACTICAL    HINTS.  327 

his  strong  arms  that  can  bend  the  stoutest  bow ; 
his  sturdy  limbs,  like  hinds'  feet  for  swiftness; 
above  all,  his  simple,  unswerving  faith  in  his 
God.  The  giant's  appearance  may  be  now  re- 
ferred to;  the  armor-bearer  and  the  birds  hover- 
ing above  give  the  cue  for  the  relation  of  Goliath's 
contemptuous  boast  and  threat.  Then  the  scene 
may  close.  The  Israelites  rash  down  the  hill 
[here] ,  across  the  valley  [here]  ;  the  Philistines 
flee  down  their  hill  [here] ,  away,  away  over  the 
plain  toward  Gath,  falling  in  multitudes  by  the 
way. 

At  every  point  where  any  feature  of  the  pic- 
ture can  be  brought  in — and  it  will  readily  be 
seen  how  many  such  points  there  are — the 
teacher  should  call  the  .minds  of  the  scholars  to 
that  feature.  Thus  the  details  of  the  lesson  will 
be  closely  interwoven  with  the  details  of  the  pic- 
ture, and,  with  Ear-gate  and  Eye-gate  in  this 
manner  kept  continually  wide  open,  the  Scrip- 
ture lesson,  with  all  its  practical  applications, 
will  enter  into  and  take  possession  of  the  minds 
of  the  children.  By  this  method  the  picture  is 
made  a  real  help  in  conveying  instruction.     The 


328  PICTURE    TEACHING. 

frequent  reference  to  it  keeps  the  attention  of  the 
scholars  riveted  upon  it.  But  this  is  not  to  the 
prejudice  of  the  narrative  itself;  for  the  idea  is 
to  carry  the  story  into  the  mind  along  with  the 
picture;  so  that  the  more  thoroughly  the  scholar 
is  interested  in  the  picture  and  the  more  com- 
plete is  his  knowledge  of  it,  the  more  thoroughly 
he  will  be  interested  in  the  lesson,  and  the  more 
perfectly  will  he  comprehend  it,  and  the  more 
likely  will  he  be  to  remember  it. 

TJie  following  suggestions — which  I  add  with- 
out special  regard  to  connection — will  be  found 
worthy  of  attention  : — 

Aim  to  build  the  Lesson  upon  a  goodly  founda- 
tion of  Information. — Children  love  to  learn  new 
truths.  Especially  do  they  love  to  learn  new 
facts.  They  do  not  differ  in  this  respect  from 
adults ;  and  if  the  teacher  can  succeed  in  making 
the  little  ones  feel  that  they  have  really  learned 
something  new,  especially  if  he  can  give  them 
some  new  facts  in  an  old  and  familiar  story, 
he  will  have  attentive  hearers  and  intelligent 
learners.     There  is  scarcely  one  of  the  dear  old 


PRACTICAL    HINTS.  329 

Bible  stories  around  which  may  not  be  clustered 
most  interesting  facts  that  do  not  appear  upon 
the  surface  of  the  narrative,  but  which  may  be 
uncovered  by  reference  to  Bible  antiquities,  ge- 
ography, and  history.  Of  course  these  items 
cannot  be  secured  without  labor ;  but  it  is  sup- 
posed that  the  faithful  teacher  is  willing  to 
undertake  the  toil  of  mining  for  these  hid  trea- 
sures for  the  sake  of  the  things  new  and  old 
which  he  may  bring  forth  for  the  enriching  of 
his  scholars  in  Bible  knowledge.  Many  of  these 
facts  are  suggested  by  the  details  of  the  engrav- 
ings and  colored  prints  which  are  prepared  for 
use  in  picture  teaching,  and  thus  will  afford  the 
teacher  great  help  in  recalling  important  items  to 
his  own  mind,  as  well  as  in  imparting  them  to 
others.  It  would,  therefore,  be  well  for  the 
teacher  to  be  particular  in  making  his  purchases 
that  the  pictures  are  faithful  to  the  accessories  of  the 
historical  facts  which  they  purport  to  represent. 
For,  unfortunately,  many  artists  have  great  dif- 
ficulty in  separating  their  imaginations  from 
their  own  era  and  surroundings  in  the  matter  of 
details,  such  as  the  physical  features  of  the  scene, 

28* 


330  PICTURE    TEACHING. 

the  national  peculiarities  of  the  characters,  their 
costume,  armor,  dwellings,  household  appoints 
ments,  and  social  customs.  I  have  seen  a  picture 
of  Moses  holding  the  tables  of  the  law,  which  had 
a  striking  resemblance  to  a  very  fair-faced  Ger- 
man schoolmaster,  with  flaxen  curls.  The  Jew- 
ish lawgiver  was  robed  in  a  modern  dressing- 
gown,  with  turn-up  cuffs;  his  table  of  the  law 
was  a  round-topped  blackboard,  such  as  small 
shop-keepers  use  to  advertise,  at  the  front  of  their 
doors,  fresh  butter  and  eggs  ;  and,  as  if  to  sustain 
the  idea  of  a  blackboard,  he  carried  in  one  hand 
a  small  pointer — his  "rod,"  I  suppose.  This  case 
will  suffice  to  recall  many  similar  incongruities — 
shall  I  call  them  anachronisms  ? — which  our 
picture-makers  unconsciously  or  ignorantly,  or, 
it  may  be  from  sheer  indolence,  admit  into  their 
representations  of  Scripture  scenes.  It  may  be 
for  the  artist's  ease  to  figure  his  Bible  men  and 
women  as  modern  people  with  the  surroundings 
of  modern  times,  and  to  locate  their  actions  in 
America,  England,  or  Germany;  but  such  a 
course  is  hardly  for  the  edification  of  the  pur- 


PRACTICAL    HINTS.  331 

chaser.     At  least,   the    purpose   of  the    picture 
teacher  is  wholly  defeated  by  such  pictures. 

Illustrating  Bible  Stories. — It  is  scarcely  needed, 
after  what  I  have  written  above,  to  say  that  I 
would  give  the  illustration  of  Bible  stories  a  very 
prominent  place  in  Picture  Teaching.  But  I  de- 
sire to  emphasize  this  opinion.  The  lodgment 
of  plain  Bible  facts  in  the  minds  of  children 
should  be  one  of  the  chief  endeavors  of  the 
teacher;  and  it  is  surely  an  endeavor  that  has 
most  abundant  promise  of  success.  Children 
easily  master  and  retain  incidents, — stories,  if 
you  please.  And  the  incidents  of  Scripture  are 
usually  themselves  the  best  applications  which 
one  can  make.  It  is  to  be  feared  that  teachers 
often  err  in  giving  too  large  a  proportion  of  their 
lessons  to  exhortation.  Not  that  earnest  pleas, 
in  due  season  and  due  proportion,  are  to  be  dis- 
couraged. Nor  is  it  a  loss  of  time  to  point  out  to 
the  children  the  best  application  of  a  Bible  story 
to  their  own  lives.  But,  after  all,  I  must  repeat 
the  belief  that  the  stories  are  their  oivn  best  appli- 
cation.    And   where   so   little   time  is  given  a 


332  PICTURE    TEACHING. 

teacher  in  which  to  influence  the  moral  nature 
of  the  child,  I  judge  that  the  time  is  best  im- 
proved when  spent  mainly  in  efforts  to  fasten 
the  Scripture  facts  in  the  memory. 

The  teacher  may  always  rely  upon  the  simple 
revelation  of  the  Holy  Ghost  to  do  the  good 
work  in  the  heart.  There  is  a  power  in  Bible 
thoughts  and  Bible  facts  and  Bible  words  them- 
selves which  can  quicken  souls  into  spiritual  life, 
even  though  they  be  sent  out  "  without  note  or 
comment."  Let  the  teacher,  then — especially 
with  the  smaller  children — make  it  his  chief  aim 
to  instruct  in  the  contents  of  the  Scripture,  and 
to  "  cause  to  understand"  those  contents.  In 
that  case  his  work  will  not  be  lost.  How  often 
have  our  hortatory  exercises,  our  most  stirring 
appeals,  our  most  eloquent  applications  our  most 
happy  metaphors  and  illustrations  addressed  to 
the  emotions,  and  our  ablest  assaults  upon  the 
intellect,  proved  to  be  mere  beating  of  the  air ; 
they  have  returned  to  us  "  void !"  But  not  so 
with  the  precious  words  of  God.  The  promise 
is  that  they  shall  not  return  void  unto  the  Good 
Giver.     Would  it  not,  then,  be  a  wise  and  pious 


PRACTICAL    HINTS.  333 

denial  of  self  to  abate  somewhat  of  the  current 
hortatory  style  of  teaching,  and  put  the  main 
energy  to  the  work  of  letting  the  scholars  know 
what  God  says,  rather  than  what  we  think  about 
his  sayings,  or  what  our  scholars  ought  to  think 
or  ought  to  do  ?  Would  not  this  course  greatly 
simplify  the  teacher's  work  in  class  ?  Would  it 
not  encourage  many  godly  people,  who  now  with- 
hold their  services  from  the  Sunday-school  under 
the  impression  that  they  have  no  gifts  at  ex- 
pounding and  exhorting  and  moralizing  upon 
texts,  to  enter  the  schoolroom  to  tell  and  teach 
to  the  children  the  plain  telling  and  teaching  of 
the  simple  word? 

The  point  to  settle  is,  not  what  is  good  in  itself, 
or  what  may  be  good  under  some  circumstances, 
but  what  is  best  under  the  peculiar  relations  of 
the  Sunday-school  teacher  to  those  who,  for  one 
hour  in  each  seven  days,  are  to  receive  spiritual 
instruction  at  his  hands.  And  as  between 
choosing  to  spend  the  time  in  teaching  the  plain 
record  of  God's  thoughts  and  ways,  and  express- 
ing our  thoughts  upon  the  record,  I  have  no 
hesitation  in  deciding  for  the  former.     It  is  to 


334  PICTURE    TEACHING. 

be  set  to  the  credit  of  Picture  Teaching  that  it 
almost  necessarily  holds  the  recitation  to  this 
preference  for  imparting  the  simple  contents  of 
the  Bible.  Yet  it  may  be  that  this  caution 
shall  guard  the  teacher  against  perverting 
this  tendency  by  making  his  picture  a  text 
for  an  exhortation  rather  than  a  guide  to  a  nar- 
rative. 

Reading  the  Scripture  Yersion. — The  necessity 
for  seizing  upon  every  detail  of  a  story,  expressed, 
suggested,  or  implied  has  been  spoken  of.  But 
I  cannot  forbear,  in  closing  these  practical  hints, 
to  protest  against  the  habit  which  some  teachers 
have  of  giving  the  Bible  version  of  the  story  the 
go-by  in  their  Picture  Lessons.  I  would  recom- 
mend this  general  rule,  to  which  doubtless  the 
wise  teacher  will  know  how  to  make  exceptions  : 
After  the  Picture  Lesson,  let  the  Bible  record  of  the 
incident  be  read.  The  reasons  for  this  rule  are 
obvious.  The  authority  of  Scripture  as  the 
source  of  all  spiritual  truth,  is  thus  maintained 
before  the  school  or  class.  The  errors  which 
little  ones  are  so  apt  to  fall  into  during  a  free 


PRACTICAL    HINTS.  335 

narrative  are  thus  likely  to  be  corrected  on  the 
spot.  The  information  which  the  scholars  have 
received  from  the  picture,  and  the  details  of  the 
lesson,  are  immediately  and  intelligently  applied 
to  the  standard  version ;  and  thus  the  vivid  im- 
pressions and  explanations  of  the  lesson  will  be 
permanently  associated  with  the  text  in  which 
the  story  will  be  read  in  all  coming  years.  And, 
finally,  the  pleasure  which  the  pictorial  illustra- 
tion of  a  Bible  incident  has  given  to  the  scholars' 
minds  will  be  more  certainly  associated  with  the 
Book  itself;  and  thus  is  taught  the  invaluable 
truth,  which  many  are  so  slow  to  learn,  that  the 
Bible  is  a  fountain  of  pleasure,  and  that  its  read- 
ing and  study  may  be  a  great  delight,  and  need 
not  be  a  dull  and  irksome  task.  If  the  picture 
be  an  illustration  of  a  single  text,  the  lesson 
should  not  close  until  that  text  be  committed  to 
the  memory  of  every  pupil.  It  will  be  a  great 
matter  if  the  teacher  have  succeeded  in  imprint- 
ing indelibly  upon  the  minds  of  his  scholars  a 
few  well-understood  Scripture  texts  during  the 
course  of  the  year.     However  much  of  his  own 


336  PICTURE    TEACHING. 

word  shall  perish,  these  words  of  the  Lord  shall 
abide  forever,  and  shall  testify  to  the  hearts 
in  which  they  dwell  of  the  mercy  and  truth 
and  saving  power  of  the  Author  and  Finisher 
of  faith. 


The  Two  Fruit  Trees. 


THE   TWO  FRUIT   TREES.  339 


CHAPTER  XIV. 

EXERCISES    IN   PICTURE    TEACHING, 


No.  1. 

7 he  Two  TV11  T^f3- 

MATTHEW  VII.  17-20. 

rpHIS  lesson  is  given  as  an  example  of  off-hand 
-■-  chalking,  such  as  may  frequently  be  used 
with  great  effect  in  the  illustration  of  a  lesson. 
However  much  so  rude  a  sketch  may  be  open  to 
criticism  on  the  grounds  of  execution,  I  can  say, 
as  the  result  of  careful  observation  and  frequent 
trial,  that,  practically,  the  roughness  of  the  out- 
line does  not  hinder  the  good  effect  of  the  lesson. 
I  mention  this  because  the  use  of  such  lessons 
has  been  publicly  questioned.  I  recall,  while 
penning  these  lines,  at  least  three  occasions  upon 
which  I  saw  Ralph  Wells  make  use  of  outlines, 


340  EXERCISES   IN   PICTURE    TEACHING. 

chalked  very  rapidly  and  with  little  regard  to 
shapeliness,  with  the  most  happy  effect.  To  be 
sure,  there  are  certain  pictures  which  require  to 
be  prepared  carefully  before  school;  but  when 
the  teacher  can,  with  any  passable  accuracy, 
place  his  outlines  in  the  presence  of  his  scholars, 
and  make  his  chalking  current  with  his  talking, 
he  will  have  a  decided  advantage.  Lesson  No.  2, 
The  Voyage  of  Life  (the  accompanying  analysis 
of  which  has  been  kindly  furnished  by  the  author, 
Mr.  Bolton),  was  delivered  in  this  off-hand  style 
before  the  Philadelphia  Sunday-School  Teachers' 
Association. 

The  exercise  following  (No.  1)  consists  simply 
in  making  a  rough  ontline  of  two  trees,  placing 
upon  them  their  several  appropriate  fruits,  the 
names  of  which  have  been  given  by  the  scholars. 
Such  comments  upon  the  various  virtues  and 
vices  as  the  teacher  desires  may  be  made  as  the 
fruits  are  named.  The  trees  are  then  marked 
at  the  roots,  Good — Bad.  At  the  latter,  the  ax 
indicates  doom, — "  the  ax  laid  at  the  root  of  the 
tree."  The  stream  of  water  around  the  roots  of 
the  Good  tree,  indicates  the  prosperity  of  the  right- 


THE   TWO   FRUIT   TREES.  341 

eous  (see  Ps.  i.).  In  constructing  the  Good  tree 
in  my  own  school,  some  such  question  as  this 
was  put :  "  Shall  I  make  it  as  large  as  the  other? 
— larger,  or  less?"  The  answers  were  various 
and  curious.  "  Less ;  it  has  a  less  crop  to  bear !" 
"  Good  trees  are  scarce  and  small  in  these  parts !" 
"  Bigger,"  said  another  with  emphasis ;  "  it's  so 
much  harder  to  carry  a  good  crop !"  Of  course, 
this  opened  up  profitable  points  of  remark.  And 
the  conclusion  was  somewhat  as  follows  :  "  Well, 
no  matter  now.  We'll  try,  at  least,  to  make 
the  good  tree  the  greater,  to  cause  it  to  grow. 
How  can  that  be  ?"  [Kefer  to  the  good  influences 
symbolized  by  the  stream.]  "  See  !  I  won't  finish 
the  top ;  it  runs  up  into  the  very  heavens.  And, 
by  and  by,  God  will  transplant  it  there !" 


29* 


342  EXERCISES   IN   PICTURE   TEACHING. 

No.  2. 

By  Kev.  John  F.  Bolton,  of  West  Chester. 
JOHN  VIII.  12. 

The  life  of  man  is  like  the  sea  on  which  we 
travel, — the  highway  of  nations.  [Draw  with 
blue  chalk  the  ocean.] 

How  is  the  ocean  like  life  ?  It  is  a  very  dan- 
gerous place ;  so  is  life.  It  has  its  tides,  which 
rise  and  fall ;  so  has  life. 

"  There  is  a  tide  in  the  affairs  of  men 
Which,  taken  at  the  flood,  leads  on  to  fortune." 

Shakspeare. 

Refer  to  the  passage  of  the  Red  Sea  in  safety 
by  Israel ;  the  Egyptians  drowned.  (Ex.  xiv. 
15-30 ;  Ps.  xcv.  3-5.) 

Life  is  "  a  sea  of  troubles"  to  many ;  it  has  its 
currents  of  temptation,  &c. ;  it  has  its  storms  of 
trial ;  it  has  its  whirlpools  of  destructions ;  it  has 
its  rocks  of  danger.  Illustrate  by  well-known 
characters,  as  Saul  and  David;  the  drunkard; 


|Jp 

The  Soul's  Lighthouse. 


THE   VOYAGE   OF   LIFE.  345 

the  youth  frequenting  the  theatre,  &c.  It  has 
its  shipwrecks.     Instance  Judas,  Napoleon,  &c. 

[Draw  the  rocks  in  yellow  chalk.]  Rocks  are 
sometimes  sunken  out  of  sight ;  sometimes  seen, 
— so  with  the  dangers  of  life.  The  devil  sets  his 
snares, — some  in  secret,  some  openly;  some  under 
the  darkness  of  night,  some  in  open  day.  [De- 
scribe them.] 

Now,  we  are  all  on  this  voyage.  When  we 
were  born,  we  were  "launched  to  sail"  to  eternity. 
At  first  the  sea  was  very  calm.  Speak  of  God's 
care  of  the  infants.  Then  the  rising  wind  rippled 
the  water  so  that  it  sparked  with  beauty.  Speak 
of  God's  love  to  the  children  and  youth  now. 
Then  the  winds  began  to  make  waves  for  the 
young  man  or  woman.  Soon  it  will  blow  a  gale 
amid  the  struggles  of  manhood. 

[Draw  a  vessel  with  white  chalk.]  There  you 
are,  boy,  girl,  sailing  to  eternity,  amid  all  the 
dangers  of  the  sea !  What  a  frail  thing  a  boat 
is, — a  few  planks,  beneath  them  the  great  deep ! 
What  a  weak  thing  is  human  nature  ! — "crushed 
before  the  moth,"  liable  to  accident,  the  prey  of 
disease,  &c.     But,  on  the  other  hand,  how  great 


346  EXERCISES   IN   PICTURE   TEACHING. 

a  thing  a  ship  is, — it  carries  Columbus  to  the 
discovery  of  a  new  world !  How  good  a  thing 
it  is, — it  bears  the  missionary  to  convert  the 
heathen !  How  bad  a  thing  it  may  be  made, — 
it  carries  the  opium  to  destroy  the  Chinese ! 
It  is  a  merchantman,  freighted  with  wheat  to  save 
starving  Ireland.  It  is  the  slaver,  freighted  with 
immortal  souls,  to  sell  them  as  beasts  of  burden. 
What  kind  of  a  craft  are  you  f  A  good  or  a  bad 
ship  ?  A  noble  steamer,  or  a  water-logged  hulk  ? 
A  trader,  or  only  a  pleasure  yacht?  A  pilot- 
boat,  or  a  pirate  ship  ?  You  must  be  something. 
See,  whatever  you  are,  the  rocks  are  ahead,  and 
the  storm  and  the  currents  are  beneath;  and, 
away  off  in  the  distance,  is  the  port  of  heavenly 
peace  and  eternal  rest.  No  sea  there!  (Rev. 
xxi.  1.) 

We  have  said  how  dangerous  a  place  the  sea 
is.  Refer  to  Ps.  cvii.  23.  We  all  know  how  aw- 
fully dangerous  life  is.  Refer  to  Matt.  vii.  13. 
Now  what  is  wanted  to  make  it  safe  ?  What  do 
the  various  governments  of  the  world  put  along 
the  coasts  to  insure  safety  to  the  mariner? 
[Draw   a   "light-house."]     Recite   the    story  of 


THE   VOYAGE   OF   LIFE.  347 

Eddy  stone  light-house,  begun  by  Wistanley,  who 
perished  in  the  attempt;  but  whose  noble  ex- 
ample led  to  its  final  success.  What  is  the  use 
of  a  light-house  ?  To  save  the  mariner.  How 
does  it  do  this  ?  By  showing  him  the  danger ; 
by  lighting  him  on  his  way.  [Draw  the  rays  of 
light  with  red  and  yellow.]  Repeat  the  text, 
John  viii'.  12.  Now  that  is  just  what  Christ  is. 
(Luke  ii.  32.)  He  is  the  "  Saviour."  (1  John 
iv.  14;  John  iv.  42;  Luke  ii.  11.)  Who  put 
this  "light-house"  in  the  world?  (John  iii.  16.) 
How  was  it  built?  (Luke  ii.  52.)  What  did  it 
look  like  ?  (John  i.  29.)  What  was  it  ?  (John 
xix.  5.)  Whom  will  it  save  ?  Only  those  who 
trust  in  it,  and  believe  upon  it :  so  Christ  said  to 
the  Jews.     (John  iii.  19  ;  Acts  xvi.  31.) 

Do  you  believe  on  the  Lord  Jesus  Christ  ?  Do 
you  trust  in  Him  as  the  sailors  in  the  light-house  ? 
The  sailors  so  trust  the  light-house  as  to  sail  by 
its  light.  Is  your  life-voyage  thus  guided  by 
Christ  ?  Are  you  a  Christian  ?  If  so,  the  com- 
mand is  :  John  xvi.  24.  Then  you  are  to  try  to 
save  others ;  to  be  a  little  "  light-house"  in  the 
world.     {E.g.)  The  story  of  a  fisherman's  daugh- 


348  EXERCISES   IN    PICTURE    TEACHING. 

ter  on  the  coast  of  Cornwall.  Her  father  was 
lost  for  want  of  a  light.  She  ever  after  kept  a 
rush-light  in  her  window  to  warn  the  fishing- 
boats  of  the  danger.     Sing  the  hymn  : — 

"  Jesus,  lover  of  my  soul, 
Let  me  to  thy  bosom  fly,"  &c. 


No.  3. 


"fHJE     ^IQHTJEOUJS    gHAJi    ^JLOU^IJSH." 

PSALM  XCIL  12. 

The  following  extract  gives  most  beautifully 
and  forcibly  the  lesson  of  the  palm  : — * 

"  At  one  part  the  winter  torrent  had  cut  deep 
into  the  soil  some  three  or  four  feet;  and,  in 
doing  so,  had  laid  bare  a  complete  side  section  of 
the  roots  of  a  palm.  We  examined  these  with 
great  interest,  as  they  are  quite  unlike  any  other 

*  The  Desert  of  Sinai  (p.  191),  Horatius  Bonar,  D.  D.     Carter 
&  Bros.,  N.  Y. 


The  Palm-tree  Christian. 


"the  righteous  shall  flourish."      351 

tree-roots  we  had  seen,  and  peculiarly  fitted  to 
absorb  every  drop  of  moisture  that  the  sand  con- 
tains. In  general  form  and  structure  they  put 
us  in  mind  of  the  dahlia  and  ranunculus,  con- 
sisting of  long  fleshy  strings  or  ropes,  shooting 
straight  down  into  the  soil,  in  numbers  quite 
beyond  reckoning,  and  extending  over  a  large 
circle,  whose  width  we  could  not  ascertain,  but 
which,  as  in  the  case  of  other  trees,  corresponds 
probably  to  the  width  of  the  circle  formed  by  the 
branches  above.  What  an  apparatus  for  draw- 
ing up  the  moisture  of  the  desert,  so  that  not  a 
drop  is  allowed  to  slip  away !  Casting  the  eye 
up  from  that  wondrous  network  of  roots  to  the 
long  green  tresses  above,  ever  fresh  and  verdant, 
the  '  psalm  or  song  for  the  Sabbath  day'  comes 
to  recollection : — 

"  '  The  righteous  one  shall  flourish  like  the  palm  tree ; 
He  shall  grow  like  a  cedar  of  Lebanon.' 

"  Of  all  Eastern  trees,  the  palm  is  most  useful. 
The  apple  is  only  for  fruit ;  it  is  not  '  meet  for 
any  work,'  and,  if  it  fails  in  its  fruitfulness,  it  is 
fit  only  for  the  fire ;  a  true  figure  of  Israel  and 


352  EXERCISES   IN    PICTURE   TEACHING. 

of  the  church, — useful  only  when  fulfilling  their 
office  of  fruit-bearing.  (John  xv.  6.)  But  the 
uses  of  the  palm-tree  are  very  numerous ;  not  a 
part  of  it  but  is  turned  to  some  purpose.  Its 
rough  trunk  we  used  to  see  in  Cairo  cast  across 
a  ditch  for  a  bridge.  Its  fruit  we  were  enjoying 
every  day;  the  stones  of  which  were  sent  to  be 
ground  for  food  to  camels.  Its  leaves  formed 
the  baskets,  great  and  small,  in  which  our  oranges 
and  fowls  were  mounted  for  conveyance.  The 
shavings  and  their  yellow  fibres  formed  the  sponge 
which  was  laid  down  along  with  soap  in  our  baths 
at  Alexandria.  Its  sap  forms  the  spirit  called 
arrack,  which  the  abstemious  monks  use  at  Sinai. 
Besides  all  this,  its  branches  are  cut  down  to  be 
the  ensigns  of  joy  and  triumph ;  for  with  these 
Israel  was  commanded  to  cover  their  booths  in 
the  most  joyful  of  all  their  feasts,  the  feast  of 
tabernacles,  when  they  were  to  6  rejoice  before 
the  Lord  seven  days'  (Lev.  xxiii.  40).  With 
the  figures  of  these  the  gold  of  '  the  holiest'  was 
carved  (1  Kings  vi.  29)  ;  and  the  'wall  of  the 
house  round  about,'  and  'the  two  doors'  of  the 
temple;    and    'the   ledges    and    borders   of   the 


"the  righteous  shall  flourish."      353 

bases'  (2  Kings  vii.  39);  and  the  golden  6 ceiling 
of  the  greater  house'  (2  Chron.  iii.  5).  On  all 
parts  of  Ezekiefs  temple,  which  is  in  reserve  for 
the  day  of  Israel's  glory,  the  palm-tree  is  seen, — 
on  the  'posts'  (xl.  16),  on  the  southern  gate,  on 
the  eastern  gate,  on  the  north  gate,  on  the  doors 
and  windows, — everywhere.  For  great  and  mar- 
vellous will  be  the  triumph  of  that  day.  It  was 
'branches  of  palm'  that  the  people  took,  when 
bidding  welcome  to  the  King  of  Zion  (John  xii. 
13).  And  with  this  same  emblem  the  triumphant 
multitude  appears, — 'I  beheld,  and,  lo,  a  great 
multitude,  which  no  man  could  number,  of  all 
nations,  and  kindreds,  and  people,  and  tongues, 
stood  before  the  throne,  and  before  the  Lamb, 
clothed  with  white  robes,  and  palms  in  their 
hands'  (Rev.  vii.  9)." 

The  primary  thought  of  the  text  is  in  the  ver- 
dure of  the  palm,  and  the  tenacity  and  vigor  of 
its  life  in  the  midst  of  the  desert  sterility.  But 
the  figure  may  be  appropriated  to  show  the  great 
worth  of  a  true  Christian  character  and  life.  His 
motto  is  :  "  To  do  good,  and  to  communicate,  and 
forget  not."    His  signet  may  well  be  "the  Palm." 

X  30* 


354 


EXERCISES    IN    PICTURE    TEACHING. 


No.  4. 

$HRI3T    OUR    ^TFjO^QHOLD.* 

ZECHARIAH  IX.  12. 

At  the  close  of  the  lesson  the  board  will  stand 
thus : — 


1.  OUR  STRONGHOLD  IS      ^ 

2.  DANGER  OUT  OF 

3.  SAFETY  IN 

>  Christ. 

4.  TURN  TO 

5.  SHOW  THE  COLORS  FOR  , 

1, 2.  Our  Stronghold,  and  our  Danger  when  outside 

of  it. — What  is  this  ?     What  is  a  fort  used  for  ? 
Would  it  be  built  if  there  were  no  clanger  to  the 

*  The  above,  and  one  or  two  other  lessons,  are  developed  by  ques- 
tions, as  some  indication  of  the  method  of  drawing  out  the  thought, 
and  awakening  and  fixing  the  interest  of  the  scholars.  The  ques- 
tions given  are  intended  simply  to  be  hints  of  the  line  of  questioning 
which  may  be  taken.  The  answers  which  one  might  anticipate  are 
not  printed,  because  they  are  sufficiently  suggested  by  the  questions. 


Christ  our  Stronghold. 


CHRIST   OUR    STRONGHOLD.  357 

country  from  enemies?  What  is  it  built  of? 
Why  of  such  materials?  Why  ought  it  to  be 
strong  t  Suppose  this  ship  were  coming  to  attack 
this  coast,  where  would  the  soldiers  go  to  fight 
it?  Why  not  get  behind  a  fence — a  house — a 
barn?  Why  go  to  the  fort?  Do  people  build 
forts  in  places  which  they  do  not  want  to  hold 
and  protect  ?  What  do  you  say  of  this  spot,  then  ? 
Could  they  hold  it  without  a  fort  ?  If  the  ship 
has  heavy  guns,  how  should  the  fort  be  built  to 
be  safe  ?  If  the  fort  is  built  strong,  can  the  sol- 
diers likely  hold  it  ?  What  other  name  can  you 
give  this  fort  now?  (Stronghold.)  And  what 
could  you  say  to  the  soldiers  when  the  ship  ap- 
proached? (Text.)  Repeat.  Whom  do  we 
mean  by  this  Stronghold  ?  Why  and  for  what 
was  Jesus  given  ?  Your  souls  are  in  Danger  of 
death  :  God  gives  you  Christ  as  a  stronghold, — a 
place  of  deliverance  and  safety. 

3.  Our  Safety  in  Christ. — Where  will  the  shot 
from  this  ship  strike?  If  no  fort  were  there, 
would  the  men  be  safe?  Will  they  be  safe  be- 
hind the  fort?     Why?      Does  the  fort  help  the 


358  EXERCISES   IN   PICTURE    TEACHING. 

soldiers  to  resist  the  ship  ?  How  ?  In  Christ  you 
are  safe ;  he  comes  between  you  and  death ;  the 
bolts  of  death  have  stricken  linn.  In  Him  you 
can  resist  Satan ;  subdue  sin ;  overcome  death. 

4.  Turn  to  Christ. — What  would  you  think  of 
soldiers  who  would  let  the  fort  stand  empty,  and 
fight  off  the  bare  coast  ?  What  would  you  say 
to  them,  if  you  saw  them  doing  so ; — if  you  were 
their  captain?  (Text.)  Just  so  I  say  to  you; 
just  so  Jesus  says:  Turn!  Fly  from  clanger  to 
Christ  for  safety!  To  tarry  is  death, — to  turn  is 
Life! 

5.  Show  the  Colors  for  Christ. — Let  us  see.  We 
have  learned  now  (following  with  the  pointer) 

that  our  stronghold  is ?  that  we  are  in , 

out  of ?  that  our  only from  death  and 

sin  is  in f  that  it  is  our  duty  and  interest  to 

turn  to ?  that  is,  to  turn  to  our ?     But 

there  is  one  thing  about  our  picture  that  we  have 
not  said  a  word  about.  What  is  it?  Yes,  the 
flag!  What  is  it  there  for?  Does  it  mean  any 
thing?     What?     It  shows  to  what  government 


si  SSiMliiB 

•  MgfBI  .  w^BSBBMX^^Rm 

vJ                         ^S^BHDHBBHIH^8HB^^HBwHB?\iBlB8lffli                B 

vr-     v^'&?$$?^^^                                ''■■■             9 

^S||^^!^ 

"The  covert  of  Thy  wings." 


CHRIST   OUR   STRONGHOLD.  361 

or  party  the  soldiers  belong.  Are  the  soldiers 
]3roud  of  their  flag?  Why  do  they  keep  it  float- 
ing? Wouldn't  they  put  up  a  different  flag? 
What  if  they  should  be  ashamed  of  it?  Show 
the  colors  for  Christ!  Confess  Jesus;  march, 
fight,  and  conquer  under  the  Banner  of  his 
Love! 


No.  5. 

Jhje  £overt  of  Jhy  ^inqs. 

PSALM  LXL  4. 

At  the  close  of  the  lesson  the  board  will  stand 

thus: — 


( 

'I  will  trust  in  the 

covert 

of  Thy  Wings." 

Psalms  lxi.  4. 

Because 

1. 

1  need  God's  care. 

2. 

God  knows  my  danger, 

3. 

God  loves  me,  and  will  help  me. 

4. 

1  shall  be  safe  with  Him. 

5. 

He  calls  me. 

31 


362  EXERCISES   IN   PICTURE    TEACHING. 

1.  I  need  God's  Care. — What  am  I?  A  child, 
— young,  weak,  not  very  wise.  I  can  do  some 
things  useful  for  father  and  mother,  but  I  cannot 
take  care  of  myself.  I  would  have  no  food,  no 
clothes,  no  home,  without  help.  I  am  not  quite 
so  helpless  as  these  little  chicks,  but  pretty  nearly. 
Not  so  badly  off  as  baby ;  it  cannot  do  a  thing 
for  itself.  But  I  would  soon  die,  without  care. 
That  is  my  body's  condition. 

My  soul?  Why,  it  must  be  so,  too!  I  can 
do  little  to  help  it ;  nothing  to  save  it.  If  I  am 
so  helpless  in  this  world's  matters,  what  of  the 
next  ?     I  need  a  Helper, — a  "  covert"  for  my  soul. 

2.  God  knows  my  Danger. — He  knows  just  who 
are  my  foes,  and  what  my  dangers.  He  knows 
all  things  around  me.  He  made  my  soul.  He 
sees  everybody,  and  all  things.  What  dangers 
are  the  chicks  in  ?  The  old  hen  knows  them  all, 
— dangers,  from  hawks,  and  snakes,  and  cats,  and 
rats,  and  weasels,  and  from  the  pond.  How  she 
clucks,  and  frets,  and  raises  her  feathers  when  the 
chickies  are  in  danger!  But  God  knows  much 
better  from  what  I  am  in  danger.     He  knows  of 


THE  COVERT  OF  THY  WINGS.       363 

Satan,  sin,  my  bad  heart,  wicked  boys  and  girls, 
and  men.  And  he  knows  how  to  keep  me;  to 
hide  me  under  his  wing ;  to  save  me  from  all  the 
enemies  of  my  soul.  He  knew  the  dangers  be- 
fore little  Moses  in  the  rush-basket, — bad  soldiers, 
water,  crocodiles,  starving.  And  out  of  them  He 
delivered  him. 

3.  God  loves  me. — Therefore,  I  will  trust  in 
him.  Does  he  love  me  ?  Yes ;  he  gives  me  all 
I  have, — life,  home,  friends.  I  have  seen  the  old 
hen  scratching  for  food ;  hunting  all  day,  because 
she  loves  her  little  chicks.  But  God  does  a  great 
deal  more  for  me.  He  gave  his  Son  to  die  for 
me.  And  dear  Jesus  loved  me  so  much  that  he 
was  willing  to  die.  A  little  girl  in  Grace  Mission 
Sunday-school,  New  York,  told  her  teacher  that, 
once  when  she  was  living  way  off  in  Maryland, 
seh  saw  a  hawk  flying  down  to  where  a  hen 
and  her  little  chickens  were.  Swoop!  he  came 
down  towards  them.  But  the  old  hen  flew 
forward,  and  met  the  hawk,  "and  fit,  and  fit  (so 
the  little  girl  said  it)  until  the  bad  old  hawk  flew 
away,  and  left  the  chickies  safe."     But  the  poor 


364  EXERCISES   IN    PICTURE    TEACHING. 

hen  staggered  about  a  bit  and  then  dropped  down 
and  died.  But  the  little  chicks  got  off.  So 
Jesus  did  for  us;  he  gave  up  his  life  to  save  us ; 
and  how  that  shows  his  love! 

L  I  am  safe  in  God's  Care. — I  will,  therefore, 
trust  Him.  To  love,  serve,  and  obey  God  is  the 
best  safety  for  the  young;  when  they  depart  from 
his  will  they  are  in  danger.  Listen  to  this  fable. 
Among  the  tall  grass  in  the  fence-corner,  close 
by  the  barn-yard,  an  old  hen,  called  Pullet, 
hatched  out  a  brood  of  beautiful  chickens.  It 
was  not  long  before  they  were  able  to  follow  their 
mother  through  the  meadow,  and  along  the 
wheat-field,  and  about  the  barn-yard,  and  up  and 
across  the  great  barn  floor.  Spotty,  Dominec, 
Whitey,  Shanghai,  Runty,  Top-knot,  and  Daf- 
fodil, were  their  names.  All  day  they  could  be 
seen  following  close  behind  their  mother,  pecking 
with  their  little  bills  at  the  fresh  soil  scratched 
up  for  them;  and  when  the  sun  was  hot,  or  the 
showers  fell,  or  when  night  came,  they  would  all 
cuddle  away  under  Mother  Pullet's  wings,  safe 
enough,  and  sleep  quite  soundly. 


THE  COVERT  OF  THY  WINGS,       365 

"  Keep  close  to  me,  dear  children,"  Mother 
Pullet  would  say,  "and  you  will  be  always  safe." 
And  then  she  would  tell  them  of  the  dangers 
which  threatened  all  little  chickens,  and  would 
warn  them  not  to  wander  off.  And  then  she 
would  say,  "Remember,  dear  children,  at  the 
first  call,  to  fly  straight  to  the  shelter  of  my 
wings." 

Now,  by  and  by,  as  the  chicks  grew  older,  they 
began  to  think  themselves  altogether  too  large  to 
be  kept  so  close  to  mother.  And  so  they  would 
stray  off  by  themselves,  and  get  scattered  in  the 
grass,  and  would  cause  poor  Pullet  a  great  deal 
of  trouble  and  anxiety.  "  Whi tey,  Whitey,  my 
poor  boy,  do  keep  closer  to  me  !  What  a  fright  I 
had  yesterday  about  you !  Oh,  cluck,  cluck ! 
Did  you  see  that  great  hawk  swooping  above  you  ? 
No?  But  if  Master  Tom  hadn't  happened  just 
then  to  come  out  to  the  barn-yard,  you  would 
have  been  carried  off.  Do  be  careful!  You  of 
all  the  rest  are  in  danger,  for  those  bright  feathers 
of  yours  show  a  long  ways  off,  and  the  Whiteys 
are  always  the  first  to  be  caught  by  the  hawks!" 

"Cheep,  cheep  !    Fin  not  afraid !"  said  Whitey, 

31* 


366  EXERCISES   IN    PICTURE    TEACHING. 

as  he  strutted  over  the  yard.  But  the  next  day, 
while  chasing  a  little  grasshopper,  among  the 
short  meadow-grass,  far  off  from  Pullet  and  all  the 
rest,  down  swept  a  hawk  upon  him  with  a  great 
thug  of  his  wings,  and  seizing  the  poor  chickie 
in  his  great  sharp  talons,  carried  him  away.  Up, 
up,  he  was  borne,  shrieking  and  crying  in  pain 
and  fear,  but  no  cry  ever  reached  his  good  mother, 
who  never  heard  of  little  Whitey  more.  Domi- 
nec  went  next,  killed  by  an  old  fox  while  roost- 
ing one  night  by  himself,  against  Pullet's  orders 
and  entreaty.  Next  Shanghai  went;  he  stumbled 
into  a  pond  and  was  drowned.  Another  hawk  took 
Top-knot;  and  now  none  were  left  but  Daffodil, 
Runty,  and  Spotty.  These  kept  close  to  Pullet, 
who  watched  them,  and  led  them,  and  advised 
them,  until  they  grew  up  to  be  fine,  strong  chick- 
ens, able  to  look  out  for  themselves. 

Can  you  tell  me  what  this  fable  teaches  ?  The 
true  place  for  the  children  is  close  by  Jesus;  they 
are  safe  there.  But  if  they  will  not  trust  in  the 
covert  of  His-  wings,  they  must  perish.  Tell  me 
what  Jesus  said  to  the  people  of  Jerusalem, 
Matt,  xxiii.  37? 


THE  COVERT  OF  THY  WINGS.       367 

5.  I  will  trust  because  God  calls  me  to  trust. — 

Listen,  now,  to  this  old  hen  :  "  Cluck,  cluck !" 
and  the  chickens  gather  around  her  and  nestle 
under  her  wings.  That  is  her  alarm  call.  She 
has  several  kinds  of  calls.  There  is  her  call  for 
food ;  when  she  scratches  up  a  bug  or  worm,  or 
finds  some  nice  morsel,  she  straightway  calls  up 
all  her  little  family  to  share  it  among  themselves. 
Then  she  has  a  loving  cl'k-cl'k-crk,  which  she 
keeps  up  all  day,  as  she  goes  about,  and  which 
she  often  sounds  when  her  little  ones  are  safely 
under  her  wing.  So  God  has  his  calls  to  me : 
his  loving  calls;  his  warning  calls;  his  calls  to 
come  and  take  of  the  heavenly  manna.  Surely 
I  will  hear  Him,  and  come  and  trust  in  the  covert 
of  his  wings. 

At  the  close  of  the  address,  the  refrain,  "  Come 
to  Jesus  just  now,"  may  be  sung;  the  leading 
thought  of  each  division  being  expressed  in  the 
refrain  thus : — 

1.  I  need  Jesus,I  need  Jesus,I  need  Jesus,  just  now,&c. 

2.  He  knows  my  danger,  knows  my  danger,  just  now. 

3.  Safe  with  Jesus,  just  now. 

4.  Jesus  calls  me,  just  now. 

5.  I  will  trust  him,  just  now. 


3G8  EXERCISES   IN   PICTURE   TEACHING. 

At  each  verse  the  corresponding  word  upon  the 
board  should  be  pointed  out.  The  scholars  will 
join  with  much  spirit  in  this  exercise,  and  it  will 
very  much  help  to  impress  the  lesson  upon  their 
minds. 


No.  6. 

C[ONE    */\gTRy\Y. 

ISAIAH  XL.  60. 

The  Lost  Sinner — Do  you  see  this  man  way 
off  here  ?  Who  is  he?  What  is  the  shepherd 
doing?  What  are  the  sheep  with  him  doing?  Is 
that  the  right  place  for  them;  why?  What  are 
these  sheep  doing?  Are  they  in  the  right  place  ? 
Where  ought  they  to  be  ?  What  would  you  say  of 
them?  (Astray.)  Or,  what  other  word  could  you 
use  ?  How  do  you  know  they  are  lost  f  How  do 
you  think  they  got  lost?  Can  you  tell  any  thing 
in  which  we  are  like  these  sheep  ?  (Text.)  What 
and  whom  have  we  strayed  from?  Are  you 
lost?     Yes;  we   are  all  lost  sinners,  wanderers 


"  Gone  Astray." 


GONE   ASTRAY.  371 

from  God,  and  the  way  of  holiness.  How  are 
you  to  know  that  you  are  lost?  (Not  with 
Jesus  the  Shepherd,  and  his  flock.) 

2.  The  Lost  Sinner's  Banger. — Which  way  have 
these  sheep  their  heads  turned?  Where  does  this 
path  to  the  right  lead?  Is  that  a  safe  place  for 
sheep;  why?  Do  lions  like  sheep?  Do  shep- 
herds? What  is  the  difference  between  the 
lion's  like  and  the  shepherd's  ?  What  time  of 
day  do  you  suppose  it  is  here  ?  Why?  (Sunset.) 
Does  that  make  the  danger  less  or  greater  to  the 
sheep  ?  Why  ?  Can  wild  beasts  find  prey  at  night  ? 
Are  we  like  sheep  in  any  thing  else  than  being 
astray?  What  danger  are  we  in?  From  whom? 
Are  our  bodies  only  in  danger?  Our  souls  are 
every  moment  in  danger  of  death. 

3.  The  Lost  Sinner's  Helplessness.— Of  yourselves 
you  cannot  escape  that  danger;  cannot  save  your- 
selves from  it.  What  will  this  lion  likely  do 
when  night  comes  on?  What  if  the  sheep  should 
stray  farther  towards  the  woods?  Couldn't  they 
run  away  from  him;  why?     Couldn't  they  fight 


372  EXERCISES    IN   PICTURE    TEACHING. 

him  off;  why  ?  Is  there  any  chance  for  them, 
without  some  help  ?  What  shall  he  their  fate  ? 
What  is  the  first  thing  we  are  like  sheep  in? 
(Text.)  What  next?  (In  danger.)  What  else, 
now  ?     (Cannot  save  ourselves.) 

4.  The  Sinner's  only  Safety. — With  Jesus  you 
would  be  safe.  Are  these  sheep  [to  the  left]  in 
this  danger  ?  Why  ?  (With  shepherd  near  the 
fold.)  Would  those  strays  be  safe  there,  too  ? 
What  is  the  best  thing  for  them  to  do  ?  Could 
they  find  the  right  path  now,  may-be?  Can 
they  safely  wait  very  long?  Why  ?  Can  you,  lit- 
tle wanderer?     What  should  you  do?     When? 

Stop !  Leave  the  path  of  sin !  Follow  Jesus ! 
Without  him  you  will  be  left  in  darkness  to  die. 
Kemember,  the  night  cometh, — and  blackness  of 
darkness  forever! 


"A  little  child  shall  lead  them." 


A   LITTLE    CHILD    SHALL    LEAD    THEM.  375 

No.  7. 

ft   jLlTTLE    £HUJD    JSh/OLL    jLEAD    JhJEJVI. 

ISAIAH  XL  6. 

1.  Children's  Influence. — [Refer  to  last  lesson.] 
Have  you  seen  this  picture  before?  Any  thing 
like  it?  What  were  the  sheep  then  doing?  the 
lamb?  the  shepherd?  Where  is  the  lamb  now? 
Why  has  the  shepherd  the  lamb  in  his  arms  ? 
Why  did  he  not  pick  up  one  of  the  old  sheep? 
Why  the  lamb?  What  makes  the  ewe  follow? 
Would  she  have  followed  any  other  lamb  than 
her  own?  What  do  you  call  that  feeling  ?  [Chil- 
dren all  have  influence  over  those  who  love  them.] 
Who  gave  this  feeling  to  the  sheep  ?  Have  your 
parents  any  feeling  like  that  ?  What  do  you  call  it  ? 
Who  gave  it  ?  Why,  think  you,  did  God  make  your 
friends  so  ?  Is  it  better  for  you  so  ?  Would  you 
be  well  cared  for  if  your  friends  didn't  love 
you  ?  You  see,  now,  how  God  gives  you  influence 
over  parents  and  friends,  by  putting  love  for  you 
into  their  hearts.     That  is  what  I  want  to  teach 


376  EXERCISES   IN    PICTURE    TEACHING. 

you  and  talk  to  you  about  from  this  text.     Ke- 
peat  it. 

2.  How  to  use  this  Influence. — Another  thing  I 
want  to  teach  you.  You  may  use,  and  ought  to 
use,  this  influence  to  lead  your  friends  to  Christ. 
Do  you  ever  get  things  from  your  parents?  What? 
Do  they  give  to  other  children  so  ?  Do  you  get 
from  other  people  ?  [Kefer  to  Christmas  prepara- 
tions for  children.]  Do  you  ever  ask  your  parents 
to  do  things  for  you?  Do  they?  Can  other  chil- 
dren do  as  much  with  them  as  you?  Did  you 
ever  get  them  to  take  you  any  place?  Where  ? 
To  concert;  show;  park?  Ever  to  go  with  you 
to  Sabbath-school  concert;  festival;  pic-nic  ?  Can 
you  get  them  to  go  with  you  to  church,  think 
you  ?  To  Jesus  f  Ever  get  them  to  read  stories 
to  you  ?  Couldn't  you  get  them  to  read  Bible 
stories  ?  Ever  get  mamma  to  ask  papa  for  any 
thing?  Papa  to  ask  some  one  else  for  something? 
Couldn't  you  get  them  to  ash  God  for  blessings 
for  you?     Don't  you  think  you  ought  to  try  ? 

3.  Children  in  Christ's  Arms. — Here  is  the  best 


Our  Earthly  Tabernacle. 


OUR  EARTHLY  TABERNACLE.       379 

way  to  do  this:  Follow  Christ  yourselves; 
your  friends  will  folloiv  you!  Which  way  is  this 
shepherd  going  ?  Which  way  the  sheep  ?  Why 
are  they  going  the  same  way  ?  What  makes 
them  follow  after  the  lamb  ?  Do  you  wrant  your 
friends  to  follow  Jesus  ?  Won't  they  be  more 
apt  to  follow  if  you  lead  them;  if  you  follow 
too  ?     Are  you  following  Jesus  ? 

The  experience  of  many  teachers  will  furnish 
one  or  more  illustrations  of  the  above  lesson. 
A  very  tender  appeal  may  be  made  to  parents  if 
any  be  present,  to  follow  through  Jesus  the  little 
lambs  who  have  been  gathered  into  the  Heavenly 
Fold. 


No.  8. 

^QuFt  £Jaf(Thly  Jabernacle. 

1  COR.  V.  1. 

1.  The  Shortness  of  Life. — Our  earth-life  is  rep- 
resented by  the  tent  of  the  soldier,  or  of  the  emi- 
grant to  the  West,  or  of  the  Arab  of  the  desert. 
The  body  is  the  soul's  tent — "tabernacle."     The 


380  EXERCISES   IN   PICTURE   TEACHING. 

tent  is  pitched  in  the  evening,  the  soldier  spends 
the  night  in  it,  and  the  next  morning  it  is  taken 
down  ("dissolved"), — as  the  soldiers  say,  struck. 
Thus  short  is  our  earth-life. 

2.  Heaven  the  SouPs   Permanent  Home.— -The 

soldier  does  not  expect  to  live  in  his  tent  alway. 
There  is  a  house,  a  home  somewhere  to  which  he 
will  go  when  the  war  ends.  So  the  body  serves 
us  for  our  probation  life  on  earth;  it  is  the 
earthly  house  of  tabernacle.  But  for  our  life  in 
heaven,  which  is,  after  all,  the  soul's  true  life, 
there  is  a  "building,"  our  Fathers  house,  where 
are  the  many  mansions,  in  which  our  blessed 
Lord  is  preparing  us  a  place. 

3.  Our  Duty  to  Prepare  for  the  Heaven-Life. — 

Who  would  spend  time,  and  means,  and  labor,  to 
adorn  and  make  comfortable  a  tent,  intended  for 
a  night's  stay,  as  one  does  to  make  a  fixed  home 
beautiful  and  comfortable  ?  Yet  how  many  live 
their  earth-life  as  though  it  were  to  be  forever, 
the  only  life !  How  many  fail  to  fit  themselves 
for  the  eternal  life  in  the  "Buildings  of  God!" 


OUR  EARTHLY  TABERNACLE.       381 

4.  Our  Soul's  Tenting  Place.— Many  of  the  tents 
of  the  soldiers,  I  have  observed,  have  painted 
upon  them  the  name  of  the  company,  regiment 
and  date,  thus :  Co.  F,  41st  Kegt.  Illinois  Vol- 
unteers. So  our  soul's  tenting  place,  the  life 
that  now  is,  should  bear  the  marks  of  Him 
"whose  we  are  and  whom  we  serve."  What- 
ever local  church  (company)  or  denomination 
(regiment)  we  belong  to,  above  all,  we  are  Christ's, 
— volunteers  in  the  army  of  Immanuel, — and  we 
are  to  contend  for  the-  glory  and  good  order  of 
His  kingdom.  And,  above  us  all,  is  the  blessed 
banner  of  His  Son, — the  Cross  of  Jesus  Christ  I 

I'm  a  soldier  of  the  Cross, 

Little  soldier  of  the  Cross, 
Listed  in  the  army  of  the  Lord,  the  Lord  of  Glory. 

See  the  flag  that  floats  above, 

'Tis  the  banner  of  His  love, 
And  the  Lord,  the  Lord  of  hosts  will  bear  it  on  before  me. 


I'm  a  soldier  of  the  Cross, 

Little  soldier  of  the  Cross, 
Marching  on  with  steady  step,  where  Jesus  leads  before  me. 

Long  the  marches  are,  and  fast, 

But  I'll  pitch  my  tent  at  last 
By  the  pleasant  streams  that  flow  along  the  Plains  of  Glory. 


382  EXERCISES   IN    PICTURE    TEACHING. 

Marching  on,  marching  on, 
With  the  Saviour  marching  on  ! 
Christ  the  Captain  gives  the  word,  and  we  are  marching  on 


No.  9. 

The    jSoUL'g    ^EFUQE. 

EX.  XXXV.  9-29  ;  HER  VI.  18. 

The  Jewish  traditions  state  that  at  all  the 
cross-roads  leading  to  the  Cities  of  Refuge,  guide- 
boards  were  placed,  on  which  was  written  the 
word  ffifiD,  Mklakt,  Refuge  !  The  picture  rep- 
resents one  of  these.  If  preferred,  the  Hebrew 
word  may  be  placed  on  the  guide-board,  and  the 
English  word  above  after  the  explanation  of  the 
Hebrew. 

After  teaching  the  interesting  feature  in  the 
Jewish  law  which  the  picture  refers  to,  the 
teacher  should  apply  the  whole  as  a  metaphor 
somewhat  as  follows  :  The  Avenger  of  blood — the 
just  penalty,  the  guilt  of  sin.  The  Fugitive — 
the  sinner  seeking  escape.    The  City  of  Refuge — 


The  Beftige  of  Souls. 


The  Kesurrection  and  the  Life, 


THE   EESURRECTIOX   AND   THE   LIFE.  387 

Christ  Jesus.  The  Guide-Board — the  minister, 
the  teacher,  every  Christian,  the  Bible.  In  Christ 
the  sinner  is  safe,  but  if  he  wanders  away  from 
Him,  he  is  in  danger.  (See  Ex.  xxxv.  26.) 
When  our  High  Priest  Jesus  offered  up  himself 
a  sacrifice  on  the  cross,  our  guilt  was  forever 
removed  (kl.  v.  28),  and  we  restored  to  God's 
favor. 


No.  lO. 

JhE    ^EgURRECTIOJ\(    y\ND    THE    JLlfE. 

The  inscription  upon  the  stone  I  transferred 
from  the  note-book  of  Rev.  George  Appia,  of 
Naples,  who  copied  it  from  the  catacombs  at 
Home.  It  is  the  name  of  a  Eoman  Christian, 
"Tentianus,"  with  the  simple  but  expressive 
epitaph:  "Vivit," — He  lives!  The  lesson  may 
be  (1)  a  contrast  between  death  and  life  ;  the 
grave  and  the  glory  of  heaven  ;  the  hope  of  the 
righteous  and  the  despair  of  the  wicked.  (2)  The 
power  through  whom  this  is  wrought, — Christ ; 


388  EXERCISES    IN    PICTURE    TEACHING. 

who  is  life  to  the  soul;  who  is  life  also  to  the  body, 
— for  even  the  body  "  lives"  and  shall  re-awake 
from  the  dust  at  his  voice. 


No.  11. 

JHZ     j^OLY    'plgHEg. 

This  and  the  following  are  also  from  the  note 
book  of  Mr.  Appia.  The  sketch  on  the  right  is 
an  inscription  from  the  catacombs.  The  hands 
above  carry  bread  to  lay  with  the  fish.  I  have 
often  been  asked  the  meaning  or  appropriateness 
of  the  fish  as  a  Christian  emblem.  The  origin 
of  the  symbol  is  doubtless  the  metaphor  which 
our  Saviour  used  in  the  case  of  the  Apostles. 
They  being  "  fishers,"  the  saints,  in  carrying  out 
the  metaphor,  would  be  known  as  "  fish."  The 
"Holy  Fish"  were  taken  in  the  Gospel  Net  and 
secured  for  the  Master.  The  acrostic  as  given 
above,  is  of  very  ancient  date.  The  correspond- 
ing letters  and  words  are  as  follows : — 


Indus 

J  h 

Xo  LOTOS 

1X0  UZ 

5s\/// 

Oeou 
Ulos 

I 

LAjJTUS 

r-S? -^ 

«^ 

^Jtesr-— 


\    r1        \ 


"  Ichthus."-The  Holy  Pishes, 


nn 

1 

8|l 

M^ 

Christ  the  Alpha  and  Omega. 


THE  ALPHA  AND  OMEGA.         393 

1=  J  — Iasus= Jesus. 
X=  Ch— Christos  =  Christ. 
0=Th— Theou=of  God. 
T=hU—  Wheos=the  Son. 
2=  S  — So  tar  =  (our)  Saviour. 
Which  reads: 

Jesus  Christ,  the  Son  of  God,  our  Saviour. 


No.  12. 
EEV.  XXII.  13. 

The  custom  of  putting  lamps  in  the  tombs, 
was  practiced  by  many  of  the  ancients.  Those 
of  the  heathen  dead  bore  some  heathen  device, 
or  image  of  Jupiter  or  other  god.  The  above 
is  a  sketch  of  a  sepulchre  lamp  found  at  Rome, 
bearing  a  Christian  device. 

The  monogram  which  the  wreath  surrounds  is 
a  combination  of  the  Greek  letters  Chi  and  Rho. 

XP — Chr,    the    first   two    characters    in    the 


394  EXERCISES    IN    PICTURE    TEACHING. 

Greek  word,  Xpcarog  (Christos), — Christ.  The  let- 
ters on  the  left  and  right  are  a,  Alpha,  and  o, 
Omega,  the  first  and  last  letters  of  the  Greek  alpha- 
bet. The  monogram  then  signifies :  "Christ,  the 
Alpha  and  Omega."  This  is  the  theme  of  the  lesson. 
The  teacher  will  of  course  dwell  upon  the  care 
of  God  in  preserving  our  childhood  from  harm, 
and  the  goodness  of  Christ  in  comforting  the 
close  of  life.  Indeed  He  "is  all  and  in  all,"  just 
as  all  the  alphabet  is  included  within  and  repre- 
sented by  these  two  letters. 


No.  13. 

JHZ    pFflgOJ^JEF;    OF    ]3lJH. 

ISAIAH  XLIL  7. 

The  points  to  be  brought  out  from  this  picture 
eire  as  follows  : — 

1.  The  Sinner's  Condition. — A  prisoner  under 
the  power  of  sin  (Rom.  vii.  23)  and  Satan  (2  Tim. 
ii.  26). 


The  Prisoner  of  Sin. 


THE    PRISONER    OF    SIN.  397 

2.  A  Breaker  of  God's  Laws. — And,  as  such,  under 
its  penalty.  He  is  "condemned  already ;"  await- 
ing final  sentence. 

3.  The  Sinner's  Helplessness. — He  is  unable  to 
escape  the  power  of  sin,  or  to  remove  the  penalty 
of  the  law  without  Divine  aid.  His  sinful  friends 
cannot  save  him  if  they  would ;  the  great  adver- 
sary of  his.  soul,  Satan,  would  not  save  him  if  he 
could. 

4.  Christ's  Gracious  Work. — To  break  the  bonds 
of  sin ;  to  remove  the  sentence  of  the  law;  to  set 
the  prisoner  free.  Contrast  this  prisoner  of  sin 
with  "  Paul,  the  prisoner  of  Jesus,"  Eph.  hi.  1. 
Dear  soul,  flee  to-day  from  the  bondage  of  sin, 
and  take  the  yoke  of  Christ. 

I  have  seen  the  fact  that  prisoners  are  num- 
bered (losing  thus  their  proper  names  among  men) 
used  very  impressively  to  bring  out  the  idea  of 
the  alienation  from  the  family  of  God,  which  sin 
produces ;  thus  losing  to  the  soul  the  name  as 
well  as  the  place  and  privilege  of  the  child  of  the 
Eternal  Father.  The  speaker  introduced  the 
point  by  asking,  "  How  many  of  you  know  your 

34 


398  EXERCISES   IN    PICTURE    TEACHING. 

names  ?"  Then  followed  the  statement  of  a  man 
whom  the  speaker  had  seen  who  went  by  no 
name;  he  was  only  known  as  "  No.  3."  And 
thus  on  to  the  point  in  hand. 


No.  14. 

JNO.  V.  1-10. 

In  giving  this  exercise,  at  the  close  of  the  reg- 
ular lesson,  John  v.  1-10,  I  first  referred  to  the 
ancient  custom  of  erecting  pools  by  cities  and  by 
benevolent  people.  The  porches  over  this  pool 
were  probably  placed  by  some  kind  Jews  to  shel- 
ter the  sick.  We  may  suppose  that  it  looked 
something  like  this.  [Questions  upon  the  various 
features  of  the  picture.]  Persons  who  have  tra- 
velled in  Palestine  give  this  description  of  the 
ruins  of  this  pool,    [describe  briefly,   see  Bib. 

Diet.]  and  locate  it  here  on  the  map,  ( )  of 

Jerusalem. 

What  is  this  upon  this  slab?     (The  name.) 


Bethesda— The  House  of  Mercy. 


THE   HEALING   AT   BETHESDA.  401 

Head  it.  (Cannot.)  Cannot  you  guess  ?  (Beth- 
esda.)  Yes;  and  if  the  Jews  had  the  name 
above  the  pool,  it  was  written  somewhat  as  you 
see  it.  It  means,  Beth, — can't  you  tell  that? 
(No.)  Where  did  Jacob  see  the  vision  of  the 
ladder  ?  (Beth-el.)  What  does  that  word  mean  ? 
(Place  or  house  of  God.)  Can  you  name  any 
other  Bible  words  beginning  with  Beth  ?  (Beth- 
any.) That  means  House  or  Place  of  Dates. 
(Bethphage.)  That  means  House  or  Place  of 
Figs.  Now  what  does  Beth  mean  ?  (House  or 
Place.)      Yes ;    and  Beth-esda  means  House  of 

Mercy.     Why  was  it  called  so?  ( )     What 

are  these  ?  (Pillars,  columns.)  What  are  they 
for  ?  (To  hold,  up  the  roof.)  What  is  the  roof 
for  ?  (To  protect  the  sick  people.)  From  what  ? 
(Sun,  rain.)  What  are  those  places  around  the 
pool?  (Porches.)  How  many  were  there? 
(Five.)  Yes ;  the  pool  may  have  been  a  penta- 
gon, or  had  five  sides.  Who  lay  in  these  porches? 
What  were  they  there  for  ?  &c,  &c. 

The  details  of  the  narrative  having  been  fully 
brought  out  by  like  questions,  the  application 
may   be   made.      (1.)   The    Sabbath-school   is  a 

2A  34* 


402 


EXERCISES   IN   PICTURE    TEACHING. 


Bethesda, — house  of  mercy.  (2.)  The  "impotent 
folk/'  are  those  scholars  who  have  not  yet  learned 
to  know  the  love  of  God  in  Christ  Jesus.  (3.) 
The  pool  of  water  represents  the  Gospel  of  God, 
the  Fountain  opened  for  sin  and  uncleanness. 
(4.)  But  there  is  this  difference.  How  often  each 
day  did  the  pool  have  healing  power  ?  (Once.) 
How  many  could  then  be  healed?  (Whoever 
first  stepped  in.)  Why  did  not  this  poor,  infirm 
man  get  in  ?  (Couldn't,  and.no  one  to  help  him.) 
Now  here  are  the  points  of  difference  :  The  Gos- 
pel always  has  healing  power.  All  who  come  to 
Christ,  no  matter  how  great  the  number*  will  be 
saved.  Here  are  pastor,  superintendent,  teachers, 
all  waiting  and  anxious  to  help  you,  dear  children, 
to  the  saving  knowledge  of  Christ.  May  this 
house  to-day  be  a  Bethesda — a  House  of  Mercy 
to  your  souls  ! 

Rough  as  this  sketch  seems,  and  unpromising 
of  interest  to  children,  I  was  happily  surprised, 
in  using  it,  to  find  that  it  excited  more  general 
attention  and  commanded  a  better  hearing  than 
any  blackboard  lesson  that  I  can  recall.  I  note 
this  as  illustrating  the  fact  that  elaborate  pictures 


The  Little  Poxes, 


THE    LITTLE    FOXES.  405 

serve  no  better  purpose,  often,  than  the  rudest 
outlines.  The  entire  surface  of  the  board  had 
been  covered  with  the  accompanying  sketch,  the 
water  shaded  in  blue,  the  Hebrew  letters  (the 
only  lettering  used)  in  red. 


No.  15. 

JhE    jLlTiXE    'pOXEg. 

SOL.  SONG  II.  15. 

Only  the  points  brought  out  in  using  this  pic- 
ture are  given.  Illustrations  of  each  point  are 
abundant  in  the  experience  of  teachers. 

Did  you  ever  see  a  fox  ?  Where  do  foxes  live  ? 
What  do  they  do  for  a  living  ?  What  are  they 
doing  here  ?  What  ought  to  be  done  to  these 
foxes  ?  Why  ?  What  says  the  text  ?  ("  Take 
us  the  foxes.")  What  is  to  be  done  with  them 
when  taken?  Why?  Why  are  the  foxes  to  be 
taken  ? — text.  ("  They  spoil  the  vines.")  And 
what  are  on  the  vines  ?  ("  Tender  grapes.")  And 
if  the  tender  grapes  be  spoiled,  the  whole  crop  is 
spoiled.    Is  it  easy  to  take  foxes  ?    Why  ?   What 


406  EXERCISES   IN    PICTURE    TEACHING. 

saying  have  we  about  the  fox's  cunning  ?  ("  Cun- 
ning as  a  fox.")  The  above  questions  will  suffi- 
ciently indicate  the  drift  of  thought  concerning 
sins,  little  sins  particularly.  (1.)  Their  character, 
expressed  by  the  cunning  nature  of  the  fox.  (2.) 
Their  consequences,  spoiling  the  vines  with  tender 
grapes,  destroying  the  usefulness  of  the  vineyard. 
(3.)  Their  treatment,  they  are  to  be  "taken." 
And  none  the  less  because  "little."  Kill  the  cub, 
and  you  need  not  fear  the  dam. 

Now  there  are  three  little  foxes  that  spoil  the 
Christian  usefulness,  and  often  ruin  the  souls  of 
children  and  youth.  We  shall  talk  about  them 
particularly  to-day.     Hear  their  names  : — 

First  Fox — "  Too  Little?  How  many  say 
"  I'm  too  little"  to  be  a  Christian !  "  I'm  too 
little"  to  do  good !    Ah,  we  must  kill  that  fox. 

Second  Fox — "  Little  Harm?  "  Oh,  we  may 
do  this,"  you  have  heard  children  say,  "  it's 
little  harm  !"  Aye,  but  the  little  harms  grow  to 
big  sins ;  and  a  little  harm  to  a  little  child  is 
always  a  very  great  harm  ! 

Third  Fox — "  Little  Longer."  "  Love  and  serve 
God  now"  you  are  told.     "  Oh,  I  will  wait  a  little 


The  Bed  Flag. 


THE    RED   FLAG.  409 

longer."  That  sin  will  work  your  ruin  !  "  Well, 
I  will  only  hold  on  to  it  a  little  longer  !"  And 
so  that  cunning,  thieving  fox, — whose  other  name 
is  Procrastination, — keeps  in  the  vineyard  and 
destroys  the  tender  grapes. 


No.  16. 

Incidents  often  occur  which  may  be  utilized 
by  a  blackboard  illustration.  This  picture  serves 
as  an  example  of  such.  It  moreover  gives  a  de- 
sirable association  to  one  of  the  most  common 
features  of  our  railroad-traversed  land, — the  flags- 
man. 

1.  What  the  Red  Flag  Means. — The  teacher  may 
explain  this,  and  illustrate  by  the  following  inci- 
dent, or  some  similar  one  which  may  be  fresh  in 
the  minds  of  the  scholars.  The  incident  is  copied 
from  a  Pittsburg  paper  : — 

"  A  well-known  gentleman  of  this  city,  passen- 
ger on  the  Pacific  Express  train,  Pennsylvania 

35 


410  EXERCISES   IN   PICTURE   TEACHING. 

Railroad,  coming  west  on  Saturday  last,  hands 
us  the  following  interesting  item  : — 

"  This  Saturday  morning  (March  26th),  about 
twelve  minutes  past  nine  o'clock,  one  and  a-half 
miles  west  of  Altoona,  as  the  Pacific  Express 
going  west  was  rounding  a  curve  on  the  mountain 
side  at  a  rapid  rate,  a  deep  precipice  on  one  side 
and  high  impending  rocks  on  the  other,  a  wee  lad 
was  seen  ahead  waving  his  hat  and  tossing  his 
little  arms  aloft.  The  train  was  stopped  within 
a  few  feet  of  a  mass  of  rock  and  dirt  upon  the 
track  sufficient  to  have  thrown  passengers,  engi- 
neer, and  cars  over  the  precipice.  The  lad  (whose 
name  I  gratefully  record  is  Willie  Cahko,  not  ten 
years  old)  had  seen  the  fall  and  hastened  to  sig- 
nal the  approaching  train. 

"  While  this  act  of  forethought  and  humanity 
in  one  so  young  and  mountain-bred  deserves  espe- 
cial public  record,  and  will  ever  be  a  source  of 
satisfaction  in  his  after-life,  yet  we  have  no  doubt 
he  will  receive  from  the  railroad  company  a  more 
substantial  recognition,  as  he  would  have  done 
from  the  passengers  had  they  known  at  the  time 
of  his  provident  interference." 


THE   RED   FLAG.  411 

The  spiritual  clangers  which  imperil  the  souls 
of  youth  may  be  noted  here. 

2.  How  to  Receive  the  Warning. — The  minister, 
the  teacher,  the  pious  parent,  or  friend,  act  for 
you  the  part  of  this  good  lad:  they  give  the  sig- 
nal of  danger.  How  have  you  received  their 
act  ?  Have  you  paused,  stopped  in  your  career 
of  impenitence  ? 

3.  Waving  the  Red  Flag. — Every  child  should 
seek  to  warn  his  mates  and  fellows,  just  as  his 
teachers  have  warned  him.  Confessing  Christ 
is  waving  the  red  flag.  An  honest  Christian 
example;  kind,  helpful  words, — these,  too,  are 
waving  the  red  flag.  Let  us  think  what  we  have 
done  to  warn  others  of  their  spiritual  dangers. 

4.  What  makes  the  Red  Flag  Necessary. — In  good 
part,  the  carelessness,  indifference,  or  ignorance 
of  people.  This  is  especially  true  of  the  railroad- 
crossings  in  cities.  Your  whole  life  is  criss- 
crossed with  paths  over  which  divers  enemies  of 
your  souls  may  rush  upon  and  destroy  you.  Yet 


412  EXERCISES   IN    PICTURE    TEACHING. 

you  are  careless,  indifferent,  ignorant !  Heed  the 
red  flag,  and  help  us  to  use  it  to  warn  others. 

The  character  of  those  people  who  tempt  chil- 
dren to  sin,  may  be  illustrated  by  the  hardened 
wretches  who,  at  times,  place  obstructions  upon 
the  track  to  destroy  trains,  out  of  spite  toward 
the  railroad  company,  and  for  sake  of  plunder. 
Indeed,  these  furnish  a  good  illustration  of  Sa- 
tan's hostility  to  souls. 


No.  17. 

"£0JMJ3IDJER    THE    fyWEJMjS." 

[PS.  CXL.  9 ;  LUKE  XII.  22-32. 

The  lesson  is  a  simple  lesson  upon  the  provi- 
dence of  God.  The  text,  Psalm  cxl.  9,  "He 
giveth  to  the  beast  his  food,  and  to  the  young 
ravens  which  cry ;"  the  lesson  for  the  day,  Luke 
xii.  22-32. 

The  teacher  should  call  attention,  in  turn,  to 
the  living  things  represented, — the  young  ravens 
and  the  mother  raven ;  the  squirrel,  rabbit,  and 


Consider  the  Kavens. 


^S,AREWR/rr 


inmn 


.UUIUl 


sv:^->^ 


ymz&r. 


JabS  ^ 


Light  or  Lightning. 


LIGHT   OR   LIGHTNING.  417 

cow.  The  appearance,  position,  and  habits  of 
each  one  should  be  brought  out  by  questions, 
thus  showing  how  God  does  give  the  beast  his 
food. 

The  application  is  two-fold  : — First.  God  pro- 
vides for  all  the  wants  of  our  bodies.  Little 
Moses,  "saved  from  the  waters,"  and  the  feed- 
ing of  Elijah  at  the  brook  Cherith  by  ravens,  will 
illustrate  this.  Second.  God  provides  for  our 
souls.  He  gives  his  Son  Jesus  Christ;  he  sends 
his  Gospel  to  us;  he  gives  us  the  Holy  Ghost. 
A  third  application  may  be  made,  inciting  the 
children  to  "cry," — to  pray  unto  God  for  help  in 
every  need. 


No.  18. 

J.IQHT    OR    JjQHT^IJMQ? 


LUKE  X.  17-12. 


This  and  the  following  pictures  belong  to  a 
class  that  might  appropriately  be  called  Devices. 
They  are  intended  to  suggest  and  symbolize  the 


418  EXERCISES   IN   PICTURE    TEACHING. 

thought  which  the  teacher  would  make  promi- 
nent. 

The  thought  in  this  lesson  is  that  expressed  by 
our  Lord's  words  to  the  Seventy  on  their  return, 
as  recorded  Luke  x.  20,  "In  this  rejoice  not 
that  the  spirits  are  subject  unto  you;  but  rather 
rejoice  because  your  names  are  written  in  heaven." 
The  upper  part  of  the  board  represents  the  joy 
of  the  Christian  and  its  grounds;  the  part  of  the 
cloud  upon  which  the  book  rests  is  lightly 
shaded,  as  are  the  words  above.  The  lower  part 
of  the  cloud  is  shaded  with  dark  blue,  the  rays 
of  lightning  being  in  red.  This  represents  the 
fate  of  those  who  oppose  the  kingdom  of  God. 
The  ]3oints  of  appreciation  are,  (1.)  The  soul's 
choice  :  joy  with  the  angels  in  heaven,  or  subjec- 
tion with  devils  in  "hell.  (2.)  The  true  ground 
of  the  Christian's  joy:  his  own  and  his  fellows' 
salvation,  rather  than  the  destruction  of  any,  even 
of  devils.  One  should  triumph  over  the  fall  of 
sin  in  human  hearts,  not  over  the  fall  of  sinners. 
That  any  one  should  feel  the  weight  of  God's 
anger,  is  a  matter  for  sorrow  to  the  good. 


H 

wmbbBkB                   H 

fiBBSI9H83w  '■  ■•  E  ■  b  '• 

HBS HI       1 

The  One  Thing  Needful. 


THE  ONE  THING  NEEDFUL.        421 

No.  19. 

JrE    ^NE     JHINQ    jSfEJEDfUi.. 

LUKE  X.  38-42. 

These  outlines  are  intended  to  symbolize  the 
choice  of  the  two  Sisters  of  Bethany,  to  which 
Jesus  refers,  Luke  x.  38-42. 

The  implements  of  housekeeping, — broom, 
market-basket,  cup  and  saucer, — are  emblems  of 
Martha's  choice,  which  was  to  give  a  splendid  and 
showy  hospitality  to  the  Saviour,  at  the  expense 
of  his  society  and  teachings.  For  while  prepar- 
ing the  extra  dishes  which  her  pride  in  house- 
wifery suggested  (as  well  as  her  love),  she  must 
be  absent  from  the  conversation  of  the  guest- 
chamber. 

Mary  chose  to  assist  her  sister  in  preparations 
for  a  plain  but  sufficient  hospitality,  and  then  to 
leave  her  in  order  to  sit  at  the  feet  of  Jesus,  and 
learn  from  him  the  precious  Gospel.  This  choice 
Christ  calls  the  "  better  part."  For  the  words  of 
Jesus  are  "  words  of  eternal  life ;"  they  lie  upon 
the  soul  and  bring  forth  fruit  unto  everlasting  life, 

36 


422  EXERCISES   IN   PICTURE   TEACHING. 

and  throughout  eternity.  The  truth  of  Jesus  is 
symbolized  by  the  sun  or  halo  in  the  right  hand 
corner  of  the  board. 

This — the  Christ-given  truth — is  the  one  thing 
needful.  The  eater  and  the  meat  both  shall 
perish,  but  not  one  word  of  Christ  shall  fail.  It 
is  only  through  Christ's  Gospel  that  life  and 
immortality  come ;  hence  only  the  Gospel  is  the 
" thing  needful;"  that  without  which  every  bless- 
ing and  comfort  of  life  is  short-lived  indeed. 

A  practical  application  of  great  value  may  be 
made,  by  giving  cases  in  which  the  scholar's 
desire  of  ease,  pleasure,  pride,  &c,  comes  in  con- 
tact with  the  duty  and  the  desire  that  call  to 
Church,  Sabbath-school,  and  private  Bible-reading. 
As  often  as  any  selfish  motives  whatever  lead 
one  to  forego  the  means  of  growth  in  the  "  know- 
ledge of  our  Lord  and  Saviour,"  the  soul  makes 
Marthas  choice. 


Dives  and  Lazarus. 


DIVES   AND   LAZARUS.  425 

No.  20. 

JllVEg    AND    ^A^ARUg. 

LUKE  XVI.  19-31. 

In  teaching  this  parable  from  the  accompany- 
ing sketch,  I  would  begin  with  what  would,  in  all 
probability,  first  attract  the  child's  thought,  viz. : 
the  dog. 

From  this  point  the  lesson  may  be  developed 
by  questions  as  to  what  the  dogs  are  doing;  why 
they  are  doing  so ;  who  the  man  is ;  what  is  the 
matter  with  him ;  why  his  sores  were  not  bound 
up ;  how  he  happened  at  that  place,  &c.  The 
place  where  Lazarus  lies  may  now  be  referred  to; 
the  pillars  of  the  gate;  the  peep  of  the  beautiful 
garden  inside;  why  Lazarus  had  been  brought 
there;  why  he  wasn't  sent  to  the  hospital,  &c. 

Query  as  to  the  extended  hand,  will  introduce 
the  rich  man  just  passing  out  of  his  gate ;  the 
sight  which  he  sees  may  be  again  detailed  ;  what 
he  is  doing;  why  turning  away.  [Indifference, 
probably,  rather  than  avarice.]     The  comparison 

36* 


426  EXERCISES    IN    PICTURE    TEACHING. 

of  the  conditions  of  the  two  men  as  to  clothes, 
health,  friends,  home,  wealth,  &c,  follows. 

Then  may  come  the  ending  of  the  story, — the 
riches  which  became  the  portion  of  Lazarus,  the 
house  not  made  with  hands,  the  Paradise  of  God, 
the  fruits  of  the  tree  of  life,  and  the  food  and 
service  of  angels.  These  may  be  brought  out  and 
impressed  by  questions  and  contrasts  drawn  out 
from  the  picture.  In  the  same  way  the  last  estate 
of  the  rich  man  may  be  pictured.  The  reasons 
for  this  difference  is  to  be  pointed  out  as  the  con- 
sequence of  the  difference  in  the  character  and  life 
of  the  men.  Show  how  Dives  might  have  blessed 
Lazarus  temporally ;  and  how  the  blessing  would 
have  wrought  the  happiest  effects  upon  his  own 
character,  and  favorably  influenced  his  future 
estate.  How  many  like  opportunities  are  we 
carelessly  passing  by  every  day  ! 


Cleansing  the  Temple. 


CLEANSING    THE    TEMPLE.  4  2D 

No.  91. 

£l£/Nj5INQ    THE    JeMPEE. 

MAKK  XI.  15-19. 

The  treatment  of  this  lesson  should  be  similar 
to  that  indicated  in  the  last,  and  to  that  recom- 
mended for  all  Bible  sketches,  and  illustrated  on 
pp.  321-7. 

Our  Lord  himself  is  the  central  figure.  The 
place  where  he  stands  leads  to  the  fact  that  he 
has  come  out  of  the  temple,  driving  the  crowd 
before  him.  The  uses  of  the  temple,  the  sacri- 
fices made  therein,  and  the  sacrificial  animals, 
the  doves,  oil,  incense,  wine,  and  other  articles 
necessary,  which  were  kept  in  the  court  of  the 
Gentiles  for  sale,  as  well  as  the  money-changers' 
tables,  all  have  opportunity  for  remark  furnished 
by  the  various  details  of  the  picture.  And  of 
course  the  teacher  will  weave  into  his  descrip- 
tions the  lessons  which  the  incident  furnishes, 
viz. :  Reverence  for  the  house  of  God  ;  regard 
for  the  religious  rights  of  others  (offended  by  the 
profanation  by  Jews  of  the  Court  of  the  Gentiles), 


430  EXERCISES    IN    PICTURE    TEACHING. 

— and  the  Brotherhood  of  Man  in  Dependence 
upon  the  Hearer  and  Answerer  of  Prayer. 
We  are  all  one  at  the  Throne  of  Grace  and  in  the 
"  House  of  Prayer." 


THE   END. 


TITLE  AND  SUBJECT  INDEX. 


OBJECT  LESSONS. 

Title.  Subject.                                         Pagb 

The  Plucked  Brand.  The  Sinner's  Great  Salvation Gl 

The  Bells.  God's  Calls  to  Sinners 65 

The  Sword  of  the  Spirit.  The  Bible  and  its  Use 70 

Rust  on  the  Soul.  Sin :  its  Results  and  Remedy 73 

The  Letter,  Lesson  1.  God's  Invitations  to  Sinners 77 

The  Letter,  Lesson  2.  Nature  of  the  Gospel  Call 80 

The  Letter,  Lesson  3.  The  Effectual  Call — Judgment  Records.    82 

The  Match.  Improving  and  Wasting  Life 86 

Old  Rags.  Regeneration 88 

The  Fan.  Christ's  Judgments. 89 

The  Chalk  Crayons.  Christian  Usefulness 9q 

The  Broken  Vase.  Man's  Fall  and  Restoration 92 

The  Basket  of  Apples.  Judging  by  the  Life 93 

The  Mirror.  Educating  Conscience 95 

The  Bit  and  Bridle.  Self-Restraint 98 

The  Plumb-Line.  Guides  to  a  Good  Life 101 

God's  Rods.  God's  Reproofs  and  Punishments 102 

The  Candle.  Christian  Effort  and  Example T03 

The  Head-Light.  Christ  the  Guide  of  Life 114 

Cleaning  the  Ink-Bottle.  The  Soul's  Renewal  in  Christ 119 

The  Canary  Bird.  The  Natural  Man 125 

The  Vine  and  Branches.  Christian  Fruit-Bearing 128 

Oil  out  of  the  Rock.  Bible  Truth 131 

The  Branch  of  Evergreen.  The  Glory  of  Jesus  Christ 133 

The  Milk  of  the  Word.  Desiring  the  Word 134 

The  Honey-Comb.  Pleasant  Words 135 

God's  Balances.    Lesson  I.  The  Probation  of  the  Soul 136 

Lesson  II.         Justification  through  Christ 138 

God's  Coins.  Conversion  and  its  Results 140 

The  Christian  Class.  The  Bundle  of  Life 144 

The  Knife  and  Steel.  Personal  Influence 146 

The  Weighty  Sand.  Power  of  Little  Things 148, 

431 


432 


TITLE   AND    SUBJECT   INDEX. 


BLACKBOARD  LESSONS. 


TEXT   LESSON. 

No.                  Title.  Subject.                                               Page 

1.  Behold  the  Lamb !  John  i.  29 170 

2.  "        "  "  "     "    " 170 

3.  "        "  "  "      "     " 170 

4.  The  Scarlet  Sins.  Isaiah  i.  18.  Justification  and  Sanctifi- 

cation 171 

5.  Coming  for  Rest.  Matthew  xi.  28 761 

6.  The  Golden  Rule.  Matthew  vii.  12 176 

THE  HEAD  LESSON. 

1.  The  Candle  Lesson.  Christian  Effort  and  Example 178 

2.  Fighting  Giants.  Slaying  our  Sins 179 

3.  Passage  of  the  Red  Sea.  Exodus  xiv 181 

4.  Paul's  First  Missionary  Tour.  From  Antioch  and  Return.Acts  xiii.,xix.  183 

5.  Call  of  the  Disciples.  Matthew  xiv.  13-23 185 

6.  The  Unjust  Steward.  Luke  xvi.  1-9 186 


THE   LETTER   LESSON. 

1.  Judgment  and  Justification.  From  Judgment  to  Joy;through  Jesus...  188 

2.  The  Life  of  Moses.  Historical  Analysis 190 

3.  Daniel  in  the  Den.  Historical  Analysis 182 

4.  The  Transfiguration.  Analysis  of  Matthew  xvii.  1-13 193 

5.  Blind  Bartimeus.  Analysis  of  Mark  x.  46-52 194 

THE  ACROSTIC   LESSON. 

1.  Jesus  the  True  Friend.  True 175 

2.  The  Good  Giver  and  His  Gifts.       Jesus 196 

3.  The  Best  Book.  Gold 197 

4.  The  Pool  of  Siloam.  Siloam 198 

5.  How  to  Work  for  Jesus.  Work 203 

6.  Proving  Love.1  Love 204 

7.  The  Morning  Star.  Star 205 

8.  God's  Weights  and  Measures.  Weighs 211 

9.  Man's  Defences.  Weighs 212 

10.  Christ  Calms  the  Sea.  Tempest 212 

11.  The  Soul's  Watch.  Watch 214 

12.  Lessons  from  Christ's  Temp- 

tations. Devil ••  214 


TITLE    AND    SUBJECT    INDEX. 


oo 


THE  MOTTO   LESSON. 
No.  Title.  Subject.  Page 

1.  The  Syrophoenician  Woman.        My  Mother's  Prayers 215 

2.  My  Sins! 216 

3.  Jesus  Only 216 

4.  Do  I  Love  Jesus? 217 

5.  Consecration 217 

THE  VERSE  LESSON. 

1.  The  Sinner's  Depravity.  Christ's  Merit 220 

2.  Faith.  Ex.  xiii.,  xiv.;  Heb.  xi.G 223 

3.  The  Just  Judgment.  Psalm  li.  1,  2 224 

THE  CHART   LESSON. 

1.  The  Lamb  of  God.  John  i.  29 226 

2.  The  Marriage  at  Cana.  The  Deity  of  Christ 227 

3.  The  Three  Trees.  Of  Good  and  Evil— The  Cross— of  Life....  232 

4.  The  Final  Judgment.  Matthew  xxv.  31-46 233 

5.  Prayer  for  the  Holy  Ghost.  The  Promise.  The  Argument 234 

6.  The  Hearer  of  Prayer.  Matthew  vii.  8;  Ps.  lxxvii.  1 236 

7.  The  Call  of  Zaccheus.  Luke  xix.  1-9 238 

8.  Coming  to  Christ.  "Come,"  Matthew  xi.  28 240 

9.  The  Debtor  Condemned.  Bible  Book-keeping 241 

10.  The  Debtor  Justified.  "         "  "        243 

11.  Five  Thousand  Fed.  Mark  vi.  35-44 245 

12.  The  Sower.  Matthew  xiii.  1-9,  18-23 246 

13.  The  Disciples  Pluck  Corn.  Matthew  xii.  1-13 247 

14.  The  Calling  of  Levi.  Luke  v.  27-32 248 

15.  The  Ten  Virgins.  Matthew  xxv.  1-14 249 

16.  The  Lord's  Prayer.  Matthew  vi.  5-15 250 

THE  DIAGRAM   LESSON. 

1.  The  Deity  of  Christ.  The  Circle,  Heb.  xiii.  8 251 

2.  The  Soul's  Morning  Star.  The  Glory  of  Christ,  Rev.  xxii.  16 255 

3.  The  Holy  Trinity,  Triangle,  Matt.  iii.  16,  17;  Luke  iii.  22..  257 

4.  The  Tree  of  Life.  A  Christmas  Lesson,  Rev.  ii.  7 258 

5.  Attributes  of  God.  The  Solar  Spectrum,  John  iv.  19-27 262 

6.  Column  of  Christian  Character.    Architectural  Pillar 267 

7.  Keystone  of  the  Arch.  Arch  of  a  Tunnel 268 

MAP  LESSONS. 

1.  Christ  cast  out  of  Nazareth.  Nazareth  and  Vicinity 285 

2.  Paul's  Midnight  Escape.  From  Jerusalem  to  Cesarea 292 

3.  The  Journeys  of  St.  Paul.  The  Mediterranean  Shores 299 


TITLE   AND    SUBJECT   INDEX. 


PICTURE  LESSONS. 

No.                  Title.  Subject.                                         Page 

1.  The  Two  Fruit  Trees.  Good  Fruits  and  111,  Matt.  vii.  17-20 339 

2.  The  Voyage  of  Life.  The  Soul's  Light-house 342 

3.  Palm-Tree  Christian.  The  Flourishing  of  the  Righteous 348 

4.  Christ  our  Stronghold.  The  Soul's  Safety  in  Christ 354 

5.  The  Covert  of  Thy  Wings.  God's  Love  and  Care 361 

6.  Gone  Astray.  The  Lost  Sinner's  State 368 

7.  The  Leading  Child.  Children's  Influence 375 

8.  Our  Earthly  Tabernacle.  The  Soul's  Lasting  Home 379 

9.  The  Refuge  of  Souls.  The  City  of  Refuge 383 

10.  The  Resurrection  and  the  Life.     "  Tentianus— Vivit" 387 

11.  The  Holy  Fishes.  "  Ichthus" 388 

12.  The  Alpha  and  Omega.  Christ  All  in  All 393 

13.  The  Prisoner  of  Sin.  The  Sinner's  Condition 394 

14.  The  Healing  at  Bethesda.  The  Sinner  Cleansed 398 

15.  The  Little  Foxes.  Overcoming  Little  Sins 405 

16.  The  Red  Flag.  Warning  against  Sin 409 

17.  Consider  the  Ravens.  Providence 412 

18.  Light  or  Lightning.  Chosing  between  Rewards  and  Punish- 

ments   417 

19.  The  One  Thing  Needful.  Mary  and  Martha 421 

20.  Dives  and  Lazarus.  The  Heavenly  and  the  Earthly  Portions.  425 

21.  Cleansing  the  Temple.  The  Brotherhood  of  Prayer 429 

Siege  of  Mansoul 155 

David  and  Goliath 322 


INDEX  OF  BIBLE  TEXTS. 


VERSE. 

PAGE 

CHAP. 

VERSE. 

PAGE 

Genesis. 

Job. 

3 

232 

21 

14 

137, 212 

Exodus. 

29 

6 

131 

2 

190 

33 

27 

2 

17 

224 

Psalms. 

3 

190 

1 

341 

7 

19 

190 

6 

4 

225 

13 

223 

14 

120 

14 

181 

14 

3 

137, 212 

14 

223 

23 

103 

14 

15-30 

342 

33 

13 

224 

20 

12 

136,211 

51 

4 

224 

35 

9-29 

382 

61 

4 

361 

Leviticus. 

71 

2 

225 

23 

40 

352 

77 

1 

236 

Numbers. 

190 

89 
92 

32 
12 

102 
348 

14 

94 

9 

236 

32 
24 

Deuteronomy. 
13 
15 

131 
224 

95 
103 
105 

3-5 

13 

9 

342 
224 
211 

1  Samuel. 

105 

19 

136 

17 

179 

107 

23 

346 

25 

29 

144 

115 

2 

237 

1  Kings. 

115 

6 

236 

6 

29 

352 

119 

9 

101 

7 

2  Kings. 
39 

,2   Chronicles. 

352 

125 

140 

2 
9 

Proverbs. 

155,251 
412 

3 

5 

352 

3 

18 

261 

8 

10,11 

197 

JSfehemiah. 

14 

3 

102 

2 

16 

202 

16 

24 

135 

8 
9 

3 

188,  189 

22 
27 

8 
3 

102 
148 

20 

225 

27 

17 

146 

435 


436 


INDEX   OF   BIBLE    TEXTS. 


VERSE.  PAGE 

Solomon's  Song. 

15  405 


1 
8 
9 

11 
33 
41) 
40 
42 
55 
59 
59 
63 
03 
64 
65 

17 
17 
17 
18 
19 
19 
24 
27 
31 
43 
51 


4 

5 

37 

40 
47 


Isaiah. 
18 


14 

10 
60 

7 

4 

1 
20 

9 

15 

6,88 

3 

Jeremiah. 

1 

14 

19 


1,  2 
10,11 


63,64 

Lamentations. 
20 

Ezekiel. 
1,2 


16 


Daniel. 


171 

202 

255 

375 

62 

136,  211 
368 
394 
255 

236,  237 
255 
224 
224 

241, 242 

236,237 


225 
137,212 
30 
31 
31 
32 
34 

251 
34 
34 

224 

34-152 

34 

34 

353 

34 

34 
224 


20 

27     136,  211,  212 
Joel. 

18 


Zechariah. 

2 

12 

12 


224 

61 
133 
354 


11 

12 
12 
13 
13 
14 
15 
17 
21 
21 
21 
25 
25 
25 
28 


VERSE. 

PAGE 

Matthew. 

23 

255 

23 

290 

12,  sq. 

89 

14-30 

225 

16,17 

257 

17-23 

185 

15,  16 

104 

5-15 

250 

7 

235 

8 

236 

13 

346 

17-20 

339 

20-27 

267 

12 

176 

23-27 

212 

28 

176,  240 

1-13 

247 

37 

225 

1-9 

246 

18-23 

246 

30 

225 

24-31 

215 

1-13 

193 

9-11 

291 

11 

245 

28-33 

203 

1-14 

249 

30     233 

,241,242 

31-46 

233 

19 

252 

Mark. 

35-44 

245 

7 

77 

44 

62 

46-52 

194 

15-19 

429 

6 

291 

Luke. 

26-34 

290 

79 

205,  255 

11 

347 

32 

347 

39 

290 

51 

290 

52 

342 

22 

257 

16 

291 

16-33 

285 

INDEX   OF    BIBLE    TEXTS. 


437 


4 

5 

10 

10 

11 

12 
12 
14 
15 
16 
16 
19 

1 

1 
1 
1 


10 
11 
12 
12 
12 
14 
14 
14 
15 
15 
15 
16 


VERSE 

PAGB 

CHAP. 

VERSE. 

fAC.K 

Luke. 

John. 

18 

202 

16 

33 

201 

27-32 

248 

19 

5 

347 

17-12 

417 

19 

9 

291 

38-42 

419 

Acts. 

13 

234 

,235 

3 

6 

291 

1-10 

93 

3 

13 

255 

22-32 

412 

3 

13 

184 

16 

66 

13 

23 

255 

8-10 

140 

14 

184 

1-9 

186 

14 

17 

136 

,211 

19-31 

425 

16 

31 

347 

1-9 

238 

17 

7 

255 

John. 

22 

8 

291 

1 

255 

23 

12  sq. 

292 

4-10 

5 

29 

41 

205 

262 

170,  226, 

255,  347 

2.W 

1 
1 

1 

Romans. 

7 

20 

29 

257 

189 

74 

17 

90 

1 

32 

189 

5 

243 

2 

2 

189 

16 

347 

2 

3 

188 

17,18 

137 

,212 

2 
3 

4 

136 

,211 

18 

225 

,  244 

8 

224 

19 

347 

3 

10 

241 

242 

10 

196 

255 

3 

18 

241 

242 

19-27 

262 

4 

5 

244 

34 

90 

4 

24,25 

188 

,189 

42 

347 

5 

6-8 

188 

,189 

1-10 

39S 

5 

9-10 

188 

,189 

20 

224 

5 

11 

188 

189 

40 

137 

212 

5 

12,18 

188 

189 

35 

255 

6 

23     224 

,241 

242 

37 

203 

7 

23 

394 

12 

113,205, 

8 

6 

243 

255,342,347 

8 

32,33 

244 

1-7 
36 

198,202,271 
202 

10 
10 

3 

4 

241, 

242 
243 

25 

255 

13 

10 

268 

13 

352 

15 

10 

137, 

212 

35,36 

205 

1  Corinthians 

46 

205 

1 

24 

255 

2 

244 

1 

30 

255 

6 

255 

2 

9 

244 

15 

204 

5 

1 

379 

1-10 

128 

9 

1 

101 

6 

352 

11 

1 

136, 

211 

15 

195 

2  Corinthians 

24 

347 

9 

224 

438 


INDEX   OF   BIBLE    TEXTS. 


1 
3 
3 
5 

5 

8 

13 

5 
5 
5 

20 

3 

5 


9 
10 
11 


2   Corinthians. 

30 

2,3 

3 

10 


17 

2 

14 

Galatians. 

3 

19 

22 

21 

Ephesians. 

1 

14 

Thessalonians. 
10 

1  Timothy. 


244 

82 

77 

233,234, 

241,  242 

88 

136,  211 

257 


241 
241 
129 
241 

397 

66 

188 


2  Timothy. 


136,  211 


394 


Titus. 

2 
3 

5 

257 

Hebrews. 

7 

8 

257 

7 

9 

244 

15 

14 

255 

17 

12 

101 

19 

17,18 

211 

21 

18 

382 

21 

22 

255 

22 

27 

233 

22 

12 

255 

22 

6 

223 

22 

Hebrews. 

17 

136,  211 

2 

255 

14 

241,  242 

24 

255 

28 

244 

20 

255 

18 

136 

James. 

10 

224 

11 

224 

1  Peter. 

2 

134 

24 

232 

4 

244 

6 

224 

2  Peter. 

9-15 

233 

John. 

7 

244 

1 

255 

14 

347 

Revelation. 
7 

232,  258 

14 

250 

8 

353 

14 

261 

3 

224 

14 

255 

9 

66 

1 

346 

25 

233 

13 

293 

14 

233, 261 

15 

233 

16 

255 

THE 

American  Sunday-School  Worker. 

A  MONTHLY  JOURNAL  FOR  THE 
PROMOTION  OF  THE  RELIGIOUS  EDUCATION  OP  THE  YOUNG. 

Under  the  supervision  of  a  Committee  representing  the  Evangelical  Denominations. 

1^|,  E  commenced  this  publication  feeling  the  want 
of  greater  depth  and  spirituality  in  the  Sunday- 
school  work;  more  looking  beyond  methods  to 
^M*§&£  results;  more  dependence  on  the  Holy  Spirit: 
less  on  machinery.  The  measure  of  suceess,  in  our  estima- 
tion, will  be  in  proportion  as  we  are  able  to  aid  in  leading 
the  children  to  Jesus. 

LESSON  SYSTEM. 
A  Lesson  System,  with  questions,  expository  notes,  illus- 
trations, blackboard  exercises,  &c,  for  each  Sabbath  in 
the  year,  will  appear  in  every  number,  prepared  by  the 
joint  labors  of  several  practical  Sunday-school  Superin- 
tendents and  Ministers.  Full  particulars  will  be  sent  on 
application. 

Editorial   Committee. 
Eev.  T.  M.  Post,  D.D.  Rev.  A.  C.  George,  D.D. 

Rev.  S.  J.  Niccolls,  D.D.  Eev.  J.  H.  Brookes,  D.D 

Rev.  A.  H.  Burlingham,  D.D.  Rev.  O.  Bulkley.  D.D. 
Rev.  Geo.  H.  Clinton,  D.D.     Rev.  Fred.  Lack. 

TERMS.— The  Sunday-School  Worker  will  be  printed  in  good  style,  32 
pages  octavo,  on  the  first  of  each  month,  at  $1.50  for  one  year,  in  advance. 
Single  copies,  15  cents.  Clubs  of  ten  or  more,  sent  to  one  address,  will  receive 
free  six'  Lesson  Papers  for  each  subscriber,  monthly.  Extra  Lesson  Papers, 
75  cents  per  hundred,  monthly.    In  less  quantities,  at  the  rate  of  one  cent  each. 

These  Scholar's  Papers,  of  four  pages,  contain  the  lessons  of  the  month, 
with  the  references  printed  in  full,  parallel  pages  from  the  other  Gospels,  and 
Questions  on  the  Lessons.    Back  numbers  always  supplied. 

J.  W.  McINTYRE,  Publisher, 

No.  4  South  Fifth  St.,  ST.  LOUIS,  Mo. 


PUBLICATIONS 

—OF— 

J.  W.   McINTYEE, 

FIFTH  STREET,  CORNER  OF  MARKET, 
ST.    LOUIS. 

HOW  TO  BE  SAVED;  OR  THE  SINNER  DI- 
RECTED TO  THE  SAVIOUR.  By  Rev.  Jas. 
H.  Brookes,  D.  D. 

A  book  of  inestimable  value  to  the  sinner,  inquirer, 
and  the  Christian;  written  by  a  very  successful  and  ex- 
perienced pastor.  Fifty-five  thousand  copies  have 
beer  published  by  the  subscriber,  and  it  has  been  re- 
printed in  Europe.  18mo.,  12Gpp.  Muslin,  50  cents. 
Paper  cover,  20  cents.  Same  in  German,  paper,  20 
cents. 

"The  little  book,  whose  title  stands  at  the  head  of 
this  article,  seems,  on  the  whole,  best  adapted  ot  any 
we  have  seen  to  aid  Pastors,  Sunday  School  Teachers, 
and  other  Christians  in  leading  souls  to  Christ.  Who- 
ever begins  the  book  will  be  very  likely  to  become  a 
reliable,  growing  and  consistent  Christian.  We  earn- 
estly commend  this  little  book  to  all  pastors  and  Chris- 
tians who  are  making  personal  efforts  for  the  salvation 
of  men." — Boston  Recorder. 
SOCIAL  HARP.     48mo.,  448  pp. 

This  hymn  book  is  peculiarly  adapted  for  use  in 
church,  prayer  meetings,  the  family,  or  Sabbath 
school.  Twenty-five  thousand  copies  have  been  pub- 
lished. 

Sheep,  60  cents.  Roan,  gilt  edges,  80  cents.  Roan, 
gilt  edges  and  back,  $1.00. 

PRACTICAL  TALKS  WITH  SINNERS,  INQUIR- 
ERS, AND  CHRISTIANS.  By  S.  McBeth.  16mo., 
411  pp.     Muslin,  $1.50. 

4 'This  book  is  pungent,  practical  and  familiar  in 
style  ;  earnest,  glowing  with  enthusiasm,  and  breathing 


throughout  an  intense  anxiety  for  souls.  It  may  even 
be  ranked  with  Dr.  Spencer's  "Pastor's  Sketches" 
for  insight  into  the  needs  and  workings  of  the  human 
mind  and  heart.  It  is  a  true  experience  book,  and 
will  prove  a  light  and  guide  and  friend  to  many  a 
groping  and  halting  soul  to  whom  it  may  come.  The 
pastor  and  worker  for  souls  will  find  much  use  in  a 
book  so  helpful  and  earnest  as  this.  "—  Sunday  School 
Times . 

MAY  CHRISTIANS  DANCE?  By  Rev.  Jas.  H. 
Brookes,  D.  D.  18mo. ,  144  pp.  Cloth,  60  cents. 
Paper  cover,  25  cents. 

*'I  have  read  with  much  interest  your  book  on  Danc- 
ing; I  am  sure  you  have  done  a  good  work  for  the 
church  in  boldly  assailing  this  fashionable  abomina- 
tion. ' '  ""Extract  from  a  letter  from 

N.   L.    RICE,  D.  D.] 

4  'We  have  just  finished  reading  the  last  part  of  Dr. 
Brookes'  book  on  the  immoralities  and  improprieties  of 
professed  Christians  dancing.  We  have  not  known 
this  tavorite  citadel  of  the  devil  to  get  such  a  bombard- 
ment in  a  long  time.  Amen  and  Amen  say  we  to  every 
word,  sentence  and  argument.  We  wish  this  treatise 
was  scattered  among  the  churche3  broadcast. '  '—Cum- 
berland Presbyterian. 

WESTERN  HYMN  BOOK.— A  collection  adapted  to 
Sunday  School,  and  revival  services.  Compiled  by 
D.  L.  Moody.  48mo.,  260  pp,  containing  325 
hymns.  Published  at  the  low  price  of  $1.80  per 
dozen. 

LAY  PREACHING.    8  cents. 

The  design  of  this  little  work  is  to  set  forth  the  duty 
of  the  membership  of  our  churches  to  co-operate  with 
their  pastors  in  the  work  of  evangelization ;  the  method 
of  carrying  out  this  co-operation;  and  to  show  that 
it  can  be  accomplished  only  by  the  united  effort  of 
pastor  and  people. 

jg@r>Any  of  our  publications  will  be  sent  by  mail 
postpaid  on  the  receipt  of  the  price 


Date  Due 

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